Year: 2024
Author: Damian Maher, Keith Heggart, Antonette Shibani, Kimberley Pressick-Kilborn, Camille Dickson-Deane
Type of paper: Individual Paper
Abstract:
Generative Artificial Intelligence (GenAI) has promised to reshape education. Some have suggested that it has the potential to make assessment obsolete, and to even render the work of teachers unnecessary. While there are plenty of claims about GenAI, there is little extant research into the way that teachers are already using GenAi in their work, how they might use it in the future, and what this might mean for the profession of teaching.
This research project, centred on two schools in Sydney, sought to investigate and implement the use of generative AI in supporting secondary school teaching, focusing on teacher practices. In addition, the research assessed teachers' perspectives on the integration of AI in teaching, considering ethical, practical, and professional development aspects.
Adopting an action research methodology, teachers and academics worked together in an iterative pattern to examine their practice and to identify ways to make use of various GenAI tools in their work. This led to the development of new patterns on work; these were then critically assessed to determine if the GenAI tool was a help or a hindrance.
This research has led to numerous outcomes, including the development of guidelines or best practices for implementing AI in lesson planning and delivery. In addition, it contributed to the development of a professional development framework, focusing on the integration of GenAI into teaching. It also assisted in the formulation of strategies to address ethical and privacy concerns, and provided insights that might inform future policies on the use of AI in education.
This research project, centred on two schools in Sydney, sought to investigate and implement the use of generative AI in supporting secondary school teaching, focusing on teacher practices. In addition, the research assessed teachers' perspectives on the integration of AI in teaching, considering ethical, practical, and professional development aspects.
Adopting an action research methodology, teachers and academics worked together in an iterative pattern to examine their practice and to identify ways to make use of various GenAI tools in their work. This led to the development of new patterns on work; these were then critically assessed to determine if the GenAI tool was a help or a hindrance.
This research has led to numerous outcomes, including the development of guidelines or best practices for implementing AI in lesson planning and delivery. In addition, it contributed to the development of a professional development framework, focusing on the integration of GenAI into teaching. It also assisted in the formulation of strategies to address ethical and privacy concerns, and provided insights that might inform future policies on the use of AI in education.