Generative AI in the classroom: From
hype to reality?
Anna Pons, Schools+ Project Lead
What is GenAI already capable of doing?
OECD Schools+
Today: Little or no use of technology to enhance learning
Percentage of classrooms with highest rating of use of technology for each purpose
No Technology Used Communication Only
Communication + Limited Conceptual Understanding Communication + Conceptual Understanding
0 10 20 30 40 50 60 70 80 90 100 B-M-V (Chile) Colombia England (UK) Germany* K-S-T (Japan) Madrid (Spain) Mexico Shanghai (China)
Source: OECD, GlobalTeachingInSights VideoStudy, Table5.1 %
The potential implications of GenAI in the classroom
Feedback and support
Classroom interaction
Fostering cognitive engagement
Ensuring rich subject-content
Socio-emotional development
4 Limited impact Transform Enhance
Substitution Augmenting Redesign New
Providing feedback and support
Could GenAI provide students with more detailed and timely feedback?
What new approaches to evaluation and assessment would emerge?
Is it a step forward towards personalised learning?
OECD Schools+ 5
Fostering cognitive engagement
Would GenAI make it easier to create more and more meaningful learning opportunities?
Generating multiple representations
More meaningful examples to foster students’ interest
Endless and tailored opportunitiesto practice
Would helping students reflect on their own thinking processes become ever more important?
OECD Schools+ 6
Encouraging interaction and dialogue
Would GenAI take over lower-value interactions to give teachers more time to deepen whole-class discussions, explanations, or questioning?
Would new types of classroom dynamics emerge?
OECD Schools+ 7
Engaging students with rich subject content
Would deep learning be more about making sense of connections than drawing them?
Are there risks of cognitive offloading?
How harmful would inaccuracies or errors be to students?
Who knows best? Would epistemic knowledge become more important?
OECD Schools+ 8
Supporting students’ social-emotional development
A safe playground?
More time for teachers to interact with students and strengthen their relationships?
What might be the impact on perseverance and resilience?
What would be the impact on other socio-emotional skills (e.g., self-regulation, motivation)?
How would it affect students’ health and well-being?
OECD Schools+ 9
Outside the classroom – Implications for students
No limits to students’ inquiry?
A support for ideation?
Language and comprehension support
Adaptive learning
Would the losers of the "one-size-fits-all" model be the greatest winners?
OECD Schools+ 10
Outside the classroom – Implications for teachers
➢ Reduce time on most stressful tasks (e.g., administrative, marking, lesson planning)
➢ A personal coach
➢ Open up new opportunities for professional collaboration (e.g., instructional materials)
Percentage of teachers for whom the following are sources of stress "quite a bit" or "a lot“ (OECD Average)
Having too much administrative work to do
Being held responsible for students' achievement
Having too much marking
Keeping up with changing requirements from local, municipal/regional, state or national/federal authorities
Maintaining classroom discipline
Addressing parent or guardian concerns
Having to much lesson preparation
Modifying lessons for students with special needs
Having too many lessons to teach
Having extra duties due to absent teachers
Being intimidated or verbally abused by students
OECD Schools+ 11
0 5 10 15 20 25 30 35 40 45 50
Source: TALIS 2018
Learning to teach and learn with GenAI
How are Schools+ participants responding to GenAI?
➢ What will students need to learn in the future?
➢ What role should teachers and students playin its design? How can GenAI be embedded effectively?
➢ How can the risks of overrelianceand misuse be minimised?
➢ Can we trust GenAI if content is biased or incorrect? What are the risks when developersgo faster than regulators?
OECD Schools+ 12
0 2 4 6 8 10 12 14 Not considered Waiting to see how things develop Internal discussions and consultations Guidance issued on when and how to use it Limiting and monitoring its use in schools Providing PD for schools Identifying and disseminating examples of best practice Evaluating the impact and collecting data from schools Other
Thank you!
An initial list of questions for reflection in school responses to GenAI Questions
for teachers and school leaders
• How can we effectively integrateAI language models such as ChatGPT into primary and secondary education curricula while maintaininga balance between human-led instruction and AI-driven learning experiences?
• How can we ensure that teachers are adequatelytrained and supported to understand and help their students to understand the difference between Artificial and human Intelligence?
• What long-term implicationsmight widespread adoption of AI language models have on the role of teachers, and how can we prepare the education workforce for these changes?
• What measures can we take to ensure that AI language models do not inadvertentlypromotecheating or plagiarism among students, and instead encourage original thinking and creativity?
• How can we mitigate algorithmic biases in AI language models and ensure that they providefair and inclusive learning experiences for all students, regardless of their background,ethnicity, or gender?
• How can AI language models be leveraged to support students with special needs, learningdisabilities,or those from disadvantaged backgrounds or requiring additional support in the classroom?
OECD Schools+ 14
An initial list of questions for reflection in school responses to GenAI Questions for
policy- and decision-makers
• How can we ensure that teachers are adequately trained and supported in integrating AI language models into their teaching practices, including professional development programs and ongoing support?
• How can we ensure equitable access to AI-driven educational tools, such as ChatGPT, for all students, regardless of their socioeconomic background, geographic location, or language proficiency?
• How can we foster collaboration between AI developers, educators, and policymakers to develop a rigorous and responsive evidence base of best practices for the development and use of AI language models in education?
• Whose voices should be involved in national conversations around the implications for education systems and the development of ethical guidelines? (e.g., private sector, parents, minority groups, students?)
OECD Schools+ 15
