Artificial intelligence is no stranger to K-12 schools. However, inconsistent rules make navigation difficult

Sharanya Sivasathiyanathan is well versed in generative artificial intelligence.

A class 12 student can knock DALL-E to create a visualization of a science fiction world for example, she invented a writing competition. Or, if she’s stumped by a new math concept, an Ottawa teen can ask ChatGPT to explain her specific questions in more detail.

Still, she mostly uses AI applications in her free time — “extracurricular activities as opposed to classroom activities, just because there’s still some confusion about whether it’s allowed or not allowed in the classroom,” she said.

The widespread use of Generation AI in schools has been held back by myriad concerns. Does using AI applications constitute fraud? Does this encourage over-reliance on technology? How to deal with apps showing incorrect, inappropriate or biased results? Does using these apps put students’ personal information at risk?

As young Canadians delve into Generation AI – for brainstorming and research, as well as creating art and CV designs – ministries of education and school boards are unevenly issuing official policies on how it can be used. Both students and experts say this inconsistency makes it difficult for both students and teachers to navigate the modern reality of artificial intelligence.

Various stakeholders – from professional networks to relationships school board associations — have been addressing these issues over the past six months, and several provinces have issued guidance.

This summer, the British Columbia Ministry of Education and Child Care updated the guidance document for school principals, teachers and families. It emphasizes ethical and responsible inclusion, with careful consideration of factors such as equitable and inclusive access, data security and privacy, improving student learning, continuous assessment, and transparent communication with families.

After hosting a conference on the topic last spring, the New Brunswick Department of Education and Early Childhood Development has published recommended approaches to Gen AI integration. Provides detailed guidance for administrators, educators, and students, covering, among other topics, ethics, academic integrity, responsible use, data privacy, and continuous evaluation.

Overall, however, “provinces and territories are moving a little too slowly in developing guidance for teachers… We desperately need clear and concise guidance,” said Sarah Elaine Eaton, a professor at the University of Calgary’s Werklund School of Education, whose research topics include academic ethics and artificial intelligence.

“I would like to see more transparency and clear guidance for educators on how to ethically integrate these apps and when to refrain.”

Students feel “anxiety” and “fear”

The lack of transparency results in students being accused of cheating if they use AI apps, Sivasathiyanathan said, while other classmates are afraid to even test them.

“Students are not aware of how to best use these tools for their own success and how to do so in a safe and legal manner,” said Sivasathiyanathan, who is a student supervisor for the Ottawa Carleton District School Board (OCDSB).

“Many students feel anxious and apprehensive about using these tools in general because they don’t have a clear idea of ​​how to use them.”

Some teachers and parents may worry that today’s students are using AI for everything. But use isn’t as common as it often seems, says 16-year-old Jeffrey Zhang, who is also an OCDSB student advisor.

Zhang, who is in Grade 12, did not find these apps useful in his assignments. Still, he says it’s essential to establish a governance framework as soon as possible – something his board is working on this school year – because students will undoubtedly encounter artificial intelligence soon.

“The jobs of tomorrow will be powered by AI, and it will be increasingly imperative that students entering post-secondary education – whether at a college, university or anywhere else – can learn for themselves how to use AI effectively,” he said.

Students worry about retaining knowledge

Fifty-nine percent of students responding to a recent KPMG Canada survey on AI adoption said they use AI applications for school work. That’s up from 52 percent about a year ago.

Published financial services company The findings concerned students of vocational schools, colleges, universities and secondary schools earlier this week, and students made up a smaller sample of overall survey respondents.

Three-quarters of young users believe that artificial intelligence has improved their tasks. However, almost two-thirds said using these apps felt like cheating (65 percent) and were concerned they were not learning or retaining knowledge (67 percent).

Students strongly support generational AI, said CJ James, KPMG’s leader on Canada’s national education team, but the concern is whether young Canadians are not “developing the critical thinking skills they should be developing” or have a negative association with the technology.

Ongoing consulting, needed professional development

The West Vancouver School District, the first in Canada to adopt AI, began conversations with staff, students and families about AI in 2022. District leaders initially introduced core values ​​and guiding principles – including equity, transparency, ethical use and student well-being – considering the integration of Gen AI into the classroom.

Following ongoing conversations with the community, changes have been made to the district’s technology policy. The new ways in which staff and students use the app have also influenced the resulting policy.

“It would be naive to think that people aren’t using artificial intelligence without having conversations,” said Chris Kennedy, West Vancouver schools superintendent.

“Students should ask their teachers what would be an appropriate use of AI for this task, and we as teachers need to talk to students about the appropriate level of AI depending on the task.”

Kennedy admits that the pace of change in technology has teachers nervous, but she is impressed by how some Canadian teachers are adapting assignments and assessment methods, with the teacher-student bond always being paramount.

He says more teachers will need to follow suit, and school principals can support them with validated artificial intelligence tools and ongoing professional development.

“The (West Vancouver) policy may not look exactly the same as the policy of Burnaby, Surrey, Kelowna or Victoria, but we are working together… and sharing best practices and strategies,” Kennedy noted, adding that he hopes the spirit of cooperation will spread throughout country Canada.

Calgary professor Eaton says she’s concerned when teachers tell her they hate artificial intelligence or outright ban it. Regardless of whether they personally decide to use it or not, teachers need to at least know how it works and how to use it, he says.

Additionally, Eaton says teachers need to understand the complexities and pain points of generative AI to be able to instill that knowledge in students.

Teachers don’t have to start from scratch.

“We’ve been teaching kids for years that not everyone on the Internet is their friend,” Eaton noted.

“We already have a base to build on to help children understand some of the basics of using these apps carefully. However, a cautious approach does not mean not approaching at all.”