Ultimately, we suggested five key recommendations.
- Time and resources have to be devoted to helping professionals understand, and scrutinise, the AI tools being used in their context.
- There needs to be equity in infrastructure and institutional resourcing to enable all institutions the opportunity to engage with the AI tools they see as necessary. We cannot expect individual schools and teachers to overcome inequitable infrastructure such as funding, availability of internet and access to computational hardware.
- Systems that are thinking of using AI tools in schools must prioritise Professional Learning opportunities well in advance of the rollout of any AI tools. This should be not be on top of an already time-poor
- Opportunities need to be created to enable all stakeholders to participate in decision-making regarding AI in schools. It should never be something that is done to schools, but rather supports the work they are doing.
- Policy frameworks and communities need to be created that guide how to procure AI tools, when to use AI, how to use AI why schools might choose not to use AI in particular circumstances.
The use of artificial intelligence in schools is the best example we have right now of what we call a sociotechnical controversy. As a result f of political interest in using policy and assessment to steer the work that is being done in schools, partly due to technological advances and partly due to…