Alejandro Saucedo’s Post

The UK government publishes the results from their call-for-evidence on Generative AI in Education - some interesting highlights: > Most respondents were teachers who were early adopters of GenAI with positive views towards this technology. > The most common application among teachers was using GenAI to create educational resources, including resources for individual students. > Other frequently cited applications included using GenAI for lesson and curriculum planning and to streamline administrative tasks. Some teachers were also experimenting with using GenAI to automate marking and to generate feedback on students’ work. > Teachers using GenAI reported benefits including freeing up teacher time and enhanced teaching effectiveness. > Reported benefits for pupils included enhanced engagement and improved accessibility and inclusion. > Almost all respondents reported at least some concerns about GenAI use in education. > Prominent concerns included over-reliance on GenAI tools (among pupils), academic misconduct among pupils and students, and data protection and privacy risks. > For a minority there was an underlying fear of GenAI (and AI) replacing face-to-face teaching. > Some respondents also raised the potential for GenAI to exacerbate the “digital divide” and the educational attainment gap, noting that some pupils do not have access to prerequisites to use this technology such as devices or stable internet. > Most respondents were optimistic about the use of GenAI in education in the future due to the perceived opportunity for it to free up teacher time and enable adaptive teaching. > However, a minority of respondents were highly concerned about the use of GenAI for education purposes, and ultimately felt that the risks of the technology outweighed the benefits. > Respondents demonstrated a clear appetite for increased support, including from government, to ensure the safe and effective adoption of GenAI in education. > This included the provision of training and guidance, improvements to existing digital infrastructure in educational institutions, regulation around data protection, and wider reforms to curricula and assessment. Publication: https://lnkd.in/ebMTgQPG