Deborah Lupton / Pop AI Collage / Licenced by CC-BY 4.0

Wat doe je als school eigenlijk met al die (generatieve) artificiële intelligentie?

Samen in gesprek.  

Deborah Lupton / Pop AI Collage / Licenced by CC-BY 4.0

We zijn aan het begin van de eerste industriële revolutie.
Ik denk aan mijnen, hoogovens, textielindustrie, stoommachines...
Met de kennis van toen, hoe zou je je voorbereiden op de komst van computers?

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Wat doe je als school eigenlijk met al die (generatieve) artificiële intelligentie?

Samen in gesprek.  

Deborah Lupton / Pop AI Collage / Licenced by CC-BY 4.0

Is er een verschil tussen de 'klassieke technologie' (pré lancering ChatGPT) en de opkomende technologie waarover we het zoveel hebben?

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Deborah Lupton / Wow / Licenced by CC-BY 4.0

“Educational institutions must invest in ongoing professional development and support systems to help teachers manage techno-stress and workload burdens from adopting new technologies.” (Yan et al., 2024, p. 1846)

Results ('What': use case )

Quotes

"I don't like writing generally, ... When I'm grading I can ask AI to assist me ... to uplift my feedback. I designed my own CustomGPT to do that for me in giving good feedback."

“I think ChatGPT helps me to think more out of the box and to generate ideas, even though the ideas are not in themselves good ideas. But it inspires me to generate good ideas"

"I can imagine that chatbots go wrong from time to time. If it generates something completely wrong, the students and us would have a laugh."

Results ('How')

Quotes

"Just sitting together with colleagues and each one in turn presenting a case, a problem which they are confronted with and helping them to reflect on it."

"P4, for example, is someone who uses a lot of AI tools already... If there is a tool or platform or anything where I can listen to P4 and the tools P4 uses, it would be great."

"I liked the idea of P3 to have a professional learning community ... because we have already talked about it in the book club and on several other occasions."

Part 3

Key findings and recommendations 

Optimistic about the opportunities...

“I’m not using GenAI in my work. I’m a bit hesitant, because I don’t know what the effect will be."

"It helps me to give students more detailed feedback on physics exercises."

"I have since last week a generative AI model running myself on Raspberry Pi just for training purposes."

but cautious​

Concerned about ethics (digital divide, transparency)

“It’s getting quite unfair for students... They have so many more benefits than using the free version or not using it at all."

"There’s maybe going to be a gap between early adopters in GenAI and people that don’t jump on the train. I don’t know what consequences this gap can have."

“What does GenAI exactly base itself on to come to some kind of evaluation of a work? You should be able to explain it! "

Assessment

"The way we assess is like often still old school, because we don't pay a lot of attention to it. ... And now we are forced to do that."

"Another thing with using AI for assessment and giving feedback – I think that that’s the task of the educator."

"It feels so wrong. It feels like an attack to the core of my profession. It gives me a really strange and uncomfortable feeling."