Source: Education Review Office
The Education Review Office (ERO) is calling for a national framework for AI in education, and better guidance for teachers to use with students in classrooms.
ERO has today released a national review on how generative artificial intelligence (AI) is being used by students, teachers and principals and how schools are managing AI use.
It also looks at what is working so far, what needs improvement, and early impacts from the rapid and widespread adoption of the technology.
“Responding to the opportunities and challenges presented by AI in schools is emerging as a key issue in education, both here and internationally,” ERO Chief Review Officer David Ferguson says.
Some findings in ERO’s report, Ready or not: How are schools responding to Artificial Intelligence?, include:
– More than nine in ten school leaders report using AI, mostly to ease their administration workload.
– More than four in five teachers are using AI, for planning, preparation, and better tailoring their teaching for students.
– Three in four students are using AI for schoolwork – mainly using it for finding information and generating ideas.
“Some schools are adopting strategic and deliberate approaches to AI, and we’re seeing some very positive developments: clear policies, designated AI champions, and staff and students developing shared expectations,” Mr Ferguson says.
“However, around three quarters of schools are not yet taking a strategic approach to the use of AI, leading to a lot of variation. Leaders told us they would like clearer and more specific national guidance,” Mr Ferguson says.
Many teachers are still building confidence in using AI, limiting their ability to support students to use it effectively. Schools also report challenges maintaining academic integrity, particularly in secondary settings: one in five primary students and two in five secondary students report using AI in ways they know they shouldn’t for assessments.
“It can really help gather information and develop ideas – but, without consistent guidance, it can also do the thinking for them, and students bypass learning entirely. It’s a fine balance,” Mr Ferguson says.
“AI is already a feature of schooling and the world we’re preparing our students for. We need a deliberate and consistent approach to ensure that if they’re using AI, it serves to enhance, not to replace, their learning.”
Notes
– Ready or not: How are schools responding to Artificial Intelligence? can be found on the ERO’s Evidence website: https://www.evidence.ero.govt.nz/documents/ready-or-not-how-are-schools-responding-to-artificial-intelligence-summary-report
– ERO has also published insights for primary and secondary school leaders – these are available at https://www.evidence.ero.govt.nz/.
– This review draws on almost 4,000 survey responses from students, teachers, school leaders and parents, interviews and focus groups with over 129 participants, site visits, and international and New Zealand research.
– ERO is the New Zealand Government’s external evaluation agency for the education system.