Questions to Ask When Implementing AI in Schools

“Asking questions is the first way to begin change.” – Kubra Sait

The use of artificial intelligence (AI) tools in educational settings is a topic generating significant debate and discussion. While there are potential benefits, it is crucial that schools carefully consider the implications. Several key questions must be addressed before embracing such technologies in the classroom.

 Firstly, how will AI tools impact the essential student-teacher relationship that is so crucial for effective learning? Will AI serve to enhance human instruction, or could it eventually replace teachers altogether? While very few predict complete replacement, understanding how AI enhances this dynamic is crucial. If students have access to a personalised tutor in their pocket at home, providing just-in-time information without ever getting tired or grumpy, and can do so on a large scale, how will this alter the student-teacher relationship?

Ensuring AI technologies augment rather than replace meaningful personal interactions should be a priority

Secondly, what are the data privacy and security concerns 

around giving AI algorithms access to information about students' work, progress, and challenges? Parents and students must have confidence that privacy rights are being upheld. Using personal data with open LLMs (large language models) like ChatGPT, ClaudeAI, or Google Gemini (which, incidentally, are branded as commercial, not educational products) is itself problematic for a whole host of reasons. So, if we want the huge benefits of AI products, what do we need to do to mitigate the risk of data and security breaches?

Robust policies need to be established to safeguard sensitive student data and prevent any potential misuse or breaches.

 Another consideration is the possibility of AI tools perpetuating 

or even amplifying societal biases if their algorithms are not carefully audited and counterbalanced. To this end, what measures can we put in place to address bias and ethical challenges in generative AI responses? From the training data used to the underlying models, measures must be taken to restrict discriminatory effects and ensure AI tools promote equity rather than increasing disparities. This might involve specifically prompting the tool for non-traditional sources of authority, asking it for alternative perspectives, and positively addressing the underlying biases.

Continuous monitoring and regular auditing of AI systems are essential to ensure fairness and inclusivity in educational technology.

The sad truth is that many schools have “Shiny New Toy Syndrome” – 

where they see the next big thing and must have it now! The problem then becomes that those tasked with integrating that new tool, tech, or technique are usually left without the skills or time to develop them. So, schools must ask, what supports are in place to properly train teachers to effectively use the new AI tools?

Comprehensive professional development programmes must be implemented to equip educators with the necessary skills and knowledge to effectively integrate AI tools into their teaching practices.

Perhaps most critically, schools must grapple with the issue of 

inequality. If AI-powered personalised learning becomes available predominantly in affluent districts and well-resourced institutions, it could leave disadvantaged students even further behind. Equitable access is paramount to prevent new technologies deepening existing divides in the education system. So, a key question must be: how do we ensure that AI tools are available across the digital divides?

Strategic initiatives and funding must be directed towards ensuring that AI tools are accessible to all schools, particularly those in underserved communities, to promote inclusivity and equal opportunities for all students.

As AI capabilities advance, it is an opportunity to enhance learning environments in powerful ways. But schools must engage thoroughly with the complex ethical questions to harness the benefits responsibly and mitigate potential pitfalls. Proactively addressing concerns will build trust and ensure educational technology works for all students in preparing them for an uncertain future.