Illuminate: Issue 9 2024

RESEARCH AND INNOVATION

EDITION 9 2024

O Brave New Educational World Reflecting on the role of the Digital Learning Leader in modern times A Framework for Change: AI in Education Pymble Ladies’ College

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Illuminate Research and Innovation | Edition 9 2024

Contents From the Principal 3 From the Editor 5 Meet Our Contributors 6 A framework for change: AI in education

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A research partnership story

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O brave new educational world

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Jamming with Jamboard: Promoting student voice and engagement in the classroom

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Talk to me, Goose! Reflecting on the role of the Digital Learning Leader in modern times

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Pymble Ladies’ College

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From the Principal Since the first edition of Illuminate was published in 2018, approximately 85 Pymble staff members have taken a deep, reflective dive into their teaching practice to pen articles for this great publication. This ongoing commitment to examining and sharing their pedagogy speaks volumes about the calibre of our educators as well as the College culture of extending our learning through delving into rich evidence-bases drawn from both practice and contemporary research.

This edition is particularly exciting as it directs our attention

that we can’t even imagine. Our job, as a future-focused

to the big scary elephant in staffrooms around the world:

learning community is to ensure our staff and students

Artificial Intelligence (AI) in education.

have the confidence to navigate AI tools as informed, judicious and unique human co-pilots seeking to innovate

While news reports often frame this topic in terms of

and accelerate progress in the work they do.

the demise of original work and fears that already-busy teachers will have to don another hat (of AI enforcement

As our five authors in this edition highlight, Pymble

cop) to ensure students are assessed on the quality of their

educators keep learning and bringing new ways of thinking

work, not the quality of content-generating tools, Pymble

to this space. In 2024 the College is enlisting a wide range

has adopted a more forward-thinking approach. This

of staff across the school – from K-12 teachers to co-

approach reflects the overall strategic intent of our Digital

curricular, executive, IT and professional services staff – to

Intelligence pillar:

become AI Champions in 2024. Our goal is to develop an AI learning framework that outlines the essential skills,

“Pymble girls are active, responsible and engaged

knowledge, and character needed to empower both

global citizens who harness the power of technology to

students and staff to make a meaningful impact in their

effect positive change. They understand the importance

work through their use of technology. It’s this commitment

of technology to activate human potential, enable

to researching the journey and learning from ventures into

connections and make the world a better place for

new terrain that characterises Pymble’s bold and confident

all. Students are encouraged to be part of, and fuel,

approach to Digital Intelligence.

the technological revolution; to build, change and cocreate the future. Through developing digital fluency,

It’s such an exciting time to teach and learn at Pymble.

students cultivate healthy habits and are equipped to use

Research goes hand in hand with these endeavours and

technologies in beneficial and sustaining ways.”

allows us to dig even deeper into complex and rewarding areas in education. Congratulations to Dr Sarah Loch and all

AI is here to stay, and it will continue to evolve at the speed

the contributors on this enlightening edition of Illuminate.

of light. Just as our graduates of today and tomorrow

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will find themselves working in jobs and industries that

DR KATE HADWEN

don’t even exist yet, so too will AI continue to find new

PhD, MEd, MNTCW, BTeach, MAICD

applications in different areas of education and enterprise

PRINCIPAL, PYMBLE LADIES’ COLLEGE

Illuminate Research and Innovation | Edition 9 2024

From the Editor Making connections between education and technology creates an exciting energy. This is primarily because humans are, nowadays, always in the process of connecting through technology and our daily existence is a lived example of interconnection. In the world of education, there is a never-ending smorgasbord of products and ideas for teachers to try and school leaders must rapidly take changes in practice into account. What does this dynamic process mean for schools? What role do educators play in building connections from the present to the future, and how do we facilitate this?

In this edition of Illuminate: Research and Innovation,

Pymble’s Director of Innovative Learning Technologies,

readers will find five stories which showcase inquiry

Anthony England, discusses his 4S Framework for

processes relating to experiences with technology in the

Innovation which is guiding our school’s thinking and

life of a school. Action research and formal research,

planning in the realm of generative AI.

as well as explorations of literature and professional reflections, bring to our attention issues which are relevant

Pymble was fortunate to work with a multidisciplinary team

for classroom teachers, technology leaders and university

from the University of Technology Sydney. The resulting

academics alike.

project is represented in this edition by Dr Tracey-Ann Palmer with an exploration of how a facial recognition

Pymble Ladies’ College teachers, Jake Turnbull and Tracy

software program, developed by UTS Data Science

Reid, write from perspectives which see them immersed

Institute, can be used in education.

in classrooms and staffrooms – both rich digital learning landscapes. As one of Pymble’s Digital Learning Leaders,

As humans all around the world learn about and create

Jake queries the role of the technology support leader and

policies and protocols to assess and capture new forms of

looks to new ways the role can evolve.

technology, it is important to give teachers and education academics their own voices about what they see

Tracy, an experienced Junior School teacher who has

happening and how they are experiencing it. The authors

benefited from Jake’s support, reflects on the unexpected

and I hope this collection contributes to that voice and

and powerful benefits of a brainstorming program which

provokes thought in our readers.

gave voice to her young students.

DR SARAH LOCH Myvanwy Carr utilises her stance as an English teacher

PhD, MEdSt, MTeach, BA, HFTGN

and Head of Year to reflect on the human and post-

DIRECTOR – PYMBLE INSTITUTE

human contexts we are rushing towards as she builds an understanding of what learning, teaching, life and nature can mean through a digital lens.

Pymble Ladies’ College

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Meet Our Contributors

Myvanwy Carr

Anthony England

Myvanwy Carr worked in publishing

Anthony England taught

and advertising before turning back

Mathematics, Christian Studies,

to an earlier aspiration of educating

Global Studies and IT for nine

young people. As an English teacher

years in the ‘90s before founding

of twenty years, and more recently

a software company focused on

as a Head of Year, she believes that

bringing school administration

students need to see themselves as

systems onto the web. In 2016,

valued members of a community

he returned to his first passion of

who understand the power of critical

working within a school and is now

and creative thinking. Faced with the

the Director of Innovative Learning

ethical and existential challenges

Technologies at Pymble Ladies’

of the 21st century, Myvanwy sees

College. He wears odd socks, too

the study of the humanities, and

often speaks before he thinks, and is

English in particular, as fundamental

continually curious about what could

for navigating our complex world.

be better in the world.

One of her favourite quotations from William Shakespeare is: “Be great in act, as you have been in thought”.

She hopes that all young people, empowered through learning, will have the courage to do considerate things.

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Illuminate Research and Innovation | Edition 9 2024

Dr Tracey-Ann Palmer

Tracy Reid

Jake Turnbull

Dr Tracey-Ann Palmer is a lecturer

Tracy Reid is a teacher in the Pymble

Jake Turnbull started his career in

and researcher at the University of

Ladies’ College Junior School.

teaching as an adventure around the

Technology Sydney (UTS). She has a

She is a second-career teacher,

world. He found himself teaching in

diverse background including roles

changing careers from her original

Tanzania, England, China and Chile

in research science, in biochemistry

work in business development and

before settling down in Sydney.

and managerial roles in scientific

marketing to come into teaching

His teaching career now spans five

personnel consultancies and the

nine years ago. She commenced

continents and over twenty years.

finance industry. Tracey-Ann has

working at Pymble eighteen months

In 2019, Jake started teaching at

been extensively involved in research

ago and absolutely loves educating

Pymble Ladies’ College where his

projects aimed at improving science

girls. Tracy’s passions are teaching

passion for technology grew into the

teaching and learning in Australian

investigative maths tasks and

role of Digital Learning Leader. Here,

schools, demonstrating proficiency

implementing digital technology

he enjoys constantly learning and

in project management, research

in her classroom. Her teaching

attempting to stay up to date with AI

methodologies, and data analysis

pedagogy in the classroom focuses

and fun educational toys and tools.

techniques. In addition to her

on trust and believing in your own

academic pursuits, Tracey-Ann is a

abilities. Tracy is a keen golfer, enjoys

professionally recorded singer and

Pilates and reading and relishes

watercolor artist. Go to her website

opportunities to use Jamboard in the

freshmindsforscience.weebly.com to

classroom.

find out more about Tracey-Ann.

Pymble Ladies’ College

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A framework for change: AI in education Anthony England, Director of Innovative Learning Technologies, Pymble Ladies’ College

4S FRAMEWORK – AN ORIGIN

technological history. From outdated

Technology’ seemed more apt for

STORY

interfaces to mismatched adaptors,

the task at hand was not to leap into

As I stepped into the bustling

the technology wasn’t just disparate;

the future but to mend the present.

corridors of Pymble for the first time,

it was a barrier. The word ‘innovation’

The technology had to be not just

the weight of my new title, ‘Director

suddenly felt like a hurdle rather than

functional but frictionless. It needed

of Innovative Technology’, rested

an aspiration.

to be Seamless, setting the stage for the Superior innovation that would

heavily on my shoulders.

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How could I encourage innovation

follow. It was then that the first

Innovation – a word that seemed as

among a staff mistrustful of

two elements of what would later

grand and complex as the intricate

technology, faced with AV that

become the ‘4S’ change framework

web of classrooms and learning

seemed more inhibiting than

were born. Seamless as a precursor

spaces that lay before me. As I

inspiring? My initial excitement gave

to Superior—or, with less alliteration,

wandered through these classrooms

way to a sobering thought: Could

technology must be frictionless

in 2016, a daunting realisation struck

my grand title be setting me up

and easy to use before people will

me. The kaleidoscope of audio-visual

for failure? With a spark of insight,

innovate with it.

(AV) technology scattered across

I understood what needed to be

the rooms was like a tapestry of

done. The title ‘Director of Working

Illuminate Research and Innovation | Edition 9 2024

That first year at Pymble was not

about flashy advancements or

people to level up, enabling them to

4S FRAMEWORK FOR EVALUATION

groundbreaking discoveries; it

deliver on their own agenda first.

OF ARTIFICIAL INTELLIGENCE IN EDUCATION

was about laying the foundation, smoothing the path and instilling

Ensuring that technology is

The 4S Framework represents a

trust. And in that process, I

supportive was a lesson in empathy

holistic approach to the evaluation

uncovered a simple truth that would

and human-centred design, a

and implementation of generative

guide my approach to technology

reminder that technology’s ultimate

Artificial Intelligence (AI) in education,

and innovation for years to come: to

purpose is not to dazzle but to serve.

embodying the critical stages from

move forward, one must first make

Embracing user-based design places

safety to superiority. Generative AI

sure the ground is firm underfoot.

people at the core of innovation,

refers to the new suite of tools that

As my time at Pymble unfolded, the

ensuring that the path to the future is

allows computers to create. We are

technological journey deepened,

not a solitary road but one lined with

all used to Google as an example of

and so did my understanding of

individuals for whom technology is

a computer tool that can help you

the principles that should guide it.

not an obstacle but a bridge.

know something, but generative AI is different in that it will create new text,

The next layers of the ‘4S’ change framework emerged not from

The ‘4S’ Framework was now

images or sounds based on various

lofty theories or abstract ideas but

complete: Safe, Seamless,

prompts provided by users.

from the very heart of our daily

Supportive, Superior. Together,

experiences at the College.

these elements provided a compass,

The 4S Framework provides a

guiding not just the technological

robust structure for evaluating and

SAFETY FIRST

journey at Pymble, but an approach

implementing AI in the education

The first lesson came in the form of

that could be applied to innovation

sector. It serves as a roadmap,

a stark question: ‘Is it safe?’ Safety

generally. The 4S Framework puts

guiding us through the necessary

became the bedrock, the non-

people at the centre of technology

stages, ensuring that AI technology,

negotiable starting point. Whether it

and is testament that true innovation

when introduced into the learning

was our data, play spaces, software,

comes not from mere tools and

environment, can be successfully

or even the wellbeing of our

machines, but from understanding,

adopted, and truly enrich the

community, safety was paramount.

compassion and a relentless focus

educational experience.

If something wasn’t safe, it simply

on the people we seek to uplift.

wasn’t happening. This was the first ‘S’ - the foundation upon which all else would be built. But ensuring safety was only part of the equation.

The true innovation journey began with understanding the needs,

SUPERIOR

aspirations and dreams of those we were serving. This led to the next ‘S’, third in the order, but no less

SUPPORTIVE

significant: Supportive.

To innovate meant not imposing

SEAMLESS

technology upon people but aligning it with their individual goals and

SAFE

needs. It meant asking not what technology could do in a vacuum but what it could do for the teachers, students, and staff at Pymble.

Supportive technology was not about pushing boundaries for the sake of

Figure 1: The 4S Framework for implementation of innovation

progress but about empowering Pymble Ladies’ College

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A Framework for Change: AI in Education

Safe: As the primary foundation

effectively. This idea draws on the

of this framework, the element

principles of user-based design,

of safety takes precedence. The

where the primary focus is meeting

Next, we must strive to make this

advent of any novel technology in

the user’s specific needs. AI tools

new world of AI as Seamless as

education necessitates thorough

and solutions, therefore, need to

possible. The integration of AI into

vetting to ensure the privacy and

be designed and implemented with

our systems, tools, and processes

data security of all participants.

a deep understanding of the users’

must be done with care and

Furthermore, ethical considerations

perspectives and requirements.

precision, ensuring that the transition is smooth, intuitive, and free from

must be evaluated within the learning environment to protect the students’

Superior: Having established AI as

friction. We must avoid the trap of

intellectual growth and integrity.

safe, seamless, and supportive, the

complexity, remembering that true

This level focuses on effective risk

final ‘S’ is superiority. This stage is

innovation is found in simplicity and

management and requires diligent

about leveraging AI to elevate the

ease of use.

examination of whether assessments

quality and outcomes of education

accurately measure the students’

beyond its traditional limitations.

The third guiding star is Support. As

growth, achievements and mastery.

Superiority could manifest in various

we navigate this new landscape, we

The intent here is to create a

forms such as providing tailored

must continue to place our students

nurturing environment conducive to

feedback, allocating targeted tasks

and staff at the heart of all we do. We

learning, without compromising the

to stimulate intellectual growth,

must invest in training, resources, and

crucial aspects of personal and data

or enhancing the overall learning

support systems that enable them

safety.

output. The emphasis here is not

to grow and adapt to this changing

just on catering to the individual’s

world. Technology should be a tool

Seamless: Upon successfully

needs but on enhancing the entire

that empowers, not a burden that

establishing a safe AI environment,

educational system.

overwhelms. Our goal must be to create an environment where

the next level focuses on ensuring

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future is no future at all.

seamlessness in technology

HOW CAN WE ELEVATE LEARNING

AI is not a distant concept but an

adoption. This is integral because

WITH AI?

accessible ally.

any friction or perceived complexity

With the ‘4S’ framework firmly in

could potentially deter users and

place – Safe, Seamless, Supportive,

Finally, we turn our eyes to the

thereby diminish the rate of its

Superior – we now find ourselves at

Superior opportunity that AI

acceptance. It is interesting to note

the threshold of a new horizon: an

enables. With the first three S’s in

that while safety is a precursor to

AI-enabled future. But as we stand at

place, we can confidently pursue

seamlessness, striking a balance

this crossroad, it’s essential to chart

excellence, pushing the boundaries

between the two can often be a

a course that remains true to the

of what’s possible. From enhancing

challenging endeavour, as increased

principles that have guided us thus

educational outcomes to creating

user-friendliness may inadvertently

far. We need a clear North Star to

more efficient processes, the

compromise safety measures. The

illuminate our path, one that ensures

potential is limitless. But we must

goal here is to promote adoption

we continue to uphold the values of

approach it with wisdom, aligning

by minimising friction and make

our community as we explore the

our efforts with the real needs and

AI in education processes more

vast potentials that AI opens up to us.

values of our community.

streamlined.

First and foremost, we must reaffirm

As we embark on this exciting

our commitment to Safety. As AI

journey towards an AI-enabled

Supportive: This level emphasises

becomes increasingly integral to

future, the ‘4S’ framework serves

the pivotal role of AI in providing

our daily lives, we must vigilantly

as a beacon, ensuring that we

support aligned with the students’

guard against potential pitfalls,

move forward with purpose,

and teachers’ needs and goals.

ensuring that our data, systems,

integrity, and a deep respect for

While the long-term aim is to

and wellbeing remain secure. From

the human element that lies at the

expand capabilities and efficiencies,

ethical considerations to technical

heart of innovation. It is not merely a

it is essential first to ascertain that

safeguards, safety must be our

path to technological advancement

AI facilitates users’ existing goals

unwavering priority, for an unsafe

but a roadmap to a future where

Illuminate Research and Innovation | Edition 9 2024

AI ‘cheating’

AI ‘Good enough’ lowers effort’

Figure 2: Will AI enable cheating and reduce effort?

technology enhances, enriches,

personal growth. Similarly, high-

tool for them to go beyond the

and elevates our shared human

achieving students could become

‘good enough’, stimulating them to

experience. The compass is set, the

complacent, outsourcing their efforts

explore the edges of their potential.

North Star is in sight, and the future

to AI to deliver ‘good enough’ work

It is here that AI becomes a catalyst

awaits, guided by the principles that

without pushing their boundaries or

for excellence, encouraging students

have brought us to this promising

furthering their capabilities.

to delve deeper into complex concepts, hone their critical thinking,

frontier.

AI WILL IMPROVE ALL LEARNERS’

and engage with more challenging

However, AI is not necessarily the

OUTCOMES

problems.

shiny beacon of hope. Perhaps

However, there is an alternative,

AI is something to be tamed and

more optimistic view to the scenarios

In essence, the true potential of AI

contained to ensure the continued

outlined above. This perspective

lies not in creating a homogenised

viability of assessment tasks and

suggests that AI could facilitate a

learning landscape, but in shifting

avoided to ensure student’s mastery

positive shift in the learning curve

the entire spectrum of learning

of skills and understanding, rather

for all students, without diminishing

outcomes in a positive direction.

than a new way for them to

the spread of abilities. For those

AI, when implemented with a deep

circumvent growth and game the

students currently underperforming,

understanding of individual student

system?

AI could offer personalised

needs and potential, could help every

scaffolding and carefully calibrated

student attain their best, irrespective

BUT WILL AI COMPRESS LEARNING

stretch challenges, fostering

of their starting point. It transforms

TO THE MIDDLE?

authentic growth rather than just

the concept of ‘average’ by elevating

This is perhaps the heart of the

superficially enhancing their grades.

everyone’s learning journey.

challenge for schools in the age

The technology could provide the

However, this potential can only be

of AI. On the one hand, there are

differentiated support they need

realised if educators fully embrace

concerns that AI could homogenise

to fully engage with the learning

AI’s capabilities and harness them in

learning outcomes, compressing the

process and make meaningful

ways that promote authentic learning

bell curve of learning into the middle.

progress.

and growth.

that less capable students might use

Similarly, for high-achieving students,

EDUCATION DISRUPTORS

AI tools to artificially enhance their

AI offers the potential to augment

IMPROVE PEDAGOGY

grades, thereby circumventing the

their capabilities and set ambitious

Artificial Intelligence represents the

learning process and curtailing their

stretch goals. It provides a powerful

latest in a line of major disruptors

This fear arises from the possibility

Pymble Ladies’ College

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A Framework for Change: AI in Education

AI assists growth

AI augements abilities and effort

Figure 3: AI can support growth and improve outcomes for all

within the educational landscape,

how teachers teach (Gentile et al.,

Perez 2023), providing students with

joining the ranks of books and

2023), and fostering the adoption of

meaningful, impactful experiences

computers in their transformative

superior pedagogical practices. AI

that connect with their local contexts

influence (UNESCO, n.d.). As with

promotes more reflective learning

(Dietmar, 2021.; Liu, Ho, Weeks &

its predecessors, AI is not simply

practices (UNESCO, n.d.; Verhoeven

Bridgeman, 2023).

enhancing the outcomes of learning,

& Rana, 2023), encouraging students

but it is catalysing a paradigm shift in

to engage in iterative processes of

USER-CENTRIC/PERSONALISED

pedagogical practice (Beeby, 2023;

trial, error, and improvement (Ayoub,

LEARNING

Gentile et al., 2023), echoing the

2023). It fosters greater student

AI has the capacity to revolutionise

profound changes triggered by books

autonomy (Bailey, 2023; Collins,

education by promoting a user-

and computers at different times

2020; Nguyen et al., 2023; Prasad,

centric pedagogy, where the learner

in history. The printing press was

2023; Zia, n.d.).

is at the heart of the education process. This is particularly evident

a tech disruptor to education that

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democratised access to information

AI also prompts a shift away from

in the concept of personalised

through book and helped move the

traditional, outcome-oriented

learning, a teaching model that

teacher from the position of an all-

education towards a problem-solving

caters to the unique needs, skills,

knowing sage delivering information,

approach where learning is driven

and interests of each student. The

to a guide facilitating the exploration

by authentic, relevant challenges

evolution of finding resource material

of knowledge (Roos, 2023).

(Graham, n.d.; JavaTPoint n.d.; Riopel

serves as a prime example of how

Computers further reinforced this

2019). This not only bolsters creativity

AI enhances user-centric learning. In

shift, underscoring that education

and productivity, but it also enhances

the era of physical libraries, students

is not merely the accumulation of

the efficiency of the learning process

had to sift through extensive library

information, but more about the

(Wang, 2021). It demands a greater

catalogues and endless bookshelves,

creative and critical application

focus on ethics and character

a task that was time-consuming and

of knowledge, and the ability to

development (Akgun & Greenhow,

sometimes hit-or-miss depending on

collaborate effectively (Bryant et al.

2022; Holmes et al., 2022; Microsoft,

the library’s resources. The advent

2023; IPL, 2023; Saro, 2019).

2023; Nguyen et al., 2023; Sharples,

of the internet made it possible to

2023), as learners navigate an

access a global library. This drastically

In the same spirit, AI pushes these

increasingly complex digital world.

increased the breadth of available

boundaries even further. It goes

It elevates the intrinsic value of

resources but introduced a new

beyond augmenting learners’ abilities

learning (Gulen, 2023; Kopp & Stjerne

challenge: information overload.

and knowledge, initiating changes in

Thomsen, 2023; O’Brien, 2023;

The task of finding pertinent

Illuminate Research and Innovation | Edition 9 2024

materials essentially remained the

generate summaries of key points.

research. Traditionally, students had

same, only now it involved trawling

This transition represents a profound

to manually review a multitude of

through an exponentially larger,

shift from a hopeful trawling through

scientific articles and extract relevant

often overwhelming, amount of

resources to a bespoke, user-focused

information to formulate a research

information in search results.

process. The learning journey is

hypothesis. This was an arduous and

now a much more efficient and

time-consuming process, prone to

With AI, this process undergoes yet

personalised experience, tailored

oversight and bias.

another transformation. Instead of

to each student’s unique learning

the student adapting to the tool

pathway. This is the power of AI in

Today, AI research assistants can

(i.e., navigating library systems or

promoting user-centric pedagogy

do this work much more efficiently.

search engines), the tool adapts to

and personalised learning.

For instance, AI can trawl through thousands of scientific papers,

the student. AI can understand the specific needs and conceptual level

ENHANCED STUDENT IMPACT AND

extracting relevant data, recognising

of each individual learner and return

IMPROVED CREATIVE WORK

patterns, and suggesting potential

or reference appropriate resource

AI can be an incredibly powerful tool

hypotheses. The student can then

material accordingly. For example, if

in enhancing the impact of student

focus on evaluating and building

a student is struggling to understand

work and improving its quality. By

upon these ideas, leading to more

the concept of photosynthesis, an

providing students with the resources

robust and innovative research

AI system can assess the student’s

to generate higher-level ideas, better

projects. This use of AI transforms the

current understanding level, and

their problem-solving skills, and

research process from a laborious

then suggest resources ranging from

create more complex projects, AI

manual task into a dynamic, creative

simple explanatory videos to more

can contribute significantly to the

one. The student’s work evolves

complex scientific articles. The AI

level of student output. AI’s role in

from simply reproducing existing

tool could also provide interactive

enhancing student impact can be

knowledge to generating new,

quizzes to test comprehension or

seen clearly in the area of scientific

original ideas and creating a real

AI: Tools to Inform + Know + Create How do teachers’ and students’ roles changes and assessment/learning opportunities adapt?

1500s

1980s

2020s

From Sage to Guide

From Correct to Great

From Product to Process

Books Inform

Computers Know

AI Creates

Figure 4: Historical technological disruptors to education

Pymble Ladies’ College

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A Framework for Change: AI in Education

4th Age of Education Ok, an overstatement... but AI is big however you measure it

AGE OF SCHOOLS

AGE OF BOOKS

Systemic Learning

Tools inform

The first school was possibly established in Egypt’s Middle Kingdom around 2010BC. The paradigm of teacher as Sage on the Stage can still persist today.

AGE OF COMPUTERS Tools know 1980s – Calculator The calculator entered the classroom en masse in the ‘80s and was a precursor to the internet distruption in the 2000s. The computer can smash Trivial Pursuit and an pub quiz.

Teacher’s Role Now a guide on the side, a good teacher creates good learning experiences, provides guiding feedback on observations. Growth, not grades captures a focus on the learning journey rather than just the destination.

Learning and Assessment Show your thinking... if the computer can answers the question, students need to demonstrate understanding, not just their memory being correct, including deep learning 6 Cs and visible learning. It’s not what you know, but what you can do with what you now.

It took Netflix 3.5 years, Facebook 10 months and ChatGPT only 5 days to reach 1 million users

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Illuminate Research and Innovation | Edition 9 2024

1450s – Printing Press The printing press led to the democratisation of access to information. Today students still use textbooks in their learning.

Teacher’s Role Books mean the teacher no longer has a monopoly on information and books shift the teachers from sage on the stage to guide on the side.

Learning and Assessment Student’s task is to learn information and skills.

Assessment often looks like a memory test, and getting the right answer is an important part of the assessment.

AGE OF AI Tools create

2020s – AI AI quickly creates mostly correct, compelling images, sounds and text in response to text prompts.

Teacher’s Role AI augments teacher’s abilities. It assists in coaching students and promotes the need to make multiple learning observations to informatom assessment. Teachers provide wise, ethical counsel on how to assess AI creations.

Learning and Assessment AI helps scaffold student growth. The student learns to critically evaluate what is important, true and good, and determine if the AI produced work expemplifies these qualities. Motivation moves from extrinsic towards intrinsic.

impact in their field of study.

decision-making, and facilitating

An example of AI promoting

personalised learning experiences.

reflective practice can be found

UNIVERSAL ACCESSIBILITY AND

Consider the task of grading

in the use of AI-driven writing

INCLUSIVITY

assignments in a large classroom

assistance. A student who has

AI in education has the potential

setting. Traditionally, this task would

completed a writing task could

to create an inclusive learning

require a significant amount of

use the AI tool to review and

environment that is accessible to all

time and effort from educators,

enhance their work. The tool

students, regardless of their abilities,

and their ability to provide detailed

could analyse the student’s

learning styles, or geographical

feedback might be limited by these

writing, highlighting strong areas

locations. It can remove barriers

constraints. Additionally, extracting

and suggesting improvements

to education and ensure equal

comprehensive insights from

where needed. At the same time,

opportunities for everyone,

students’ work would be challenging.

the tool could provide alternative formulations or structure

promoting universal accessibility and inclusivity. One prominent application

However, AI can dramatically

suggestions generated by AI. The

of AI in fostering accessibility and

change this scenario. AI-powered

student then enters a reflective

inclusivity is its use in supporting

tools can assist in grading

process where they evaluate

students with disabilities. Traditionally,

assignments, saving educators’

not only their own work but

these students may have faced

time, and providing more

also the AI suggestions, thinking

significant challenges in accessing

immediate feedback to students.

critically about the strengths

education, such as physical barriers,

Beyond just assigning grades,

and weaknesses of both. This

lack of suitable teaching resources,

these tools can analyse patterns

double-layered reflection can

or insufficient personal support.

in students’ responses, identifying

lead to a deeper understanding

common areas of struggle or

and improvement of their writing

However, AI can help mitigate

confusion. For instance, an

skills.

these issues. For instance,

AI system might detect that a

students with visual impairments

significant number of students

ELEVATED STUDENT AUTONOMY

can use AI-driven tools

are making similar mistakes

Artificial Intelligence stands at the

that provide text-to-speech

in solving a particular math

forefront of a pedagogical shift,

functionality, converting written

problem. This information could

emphasising the cultivation of

content into audio. For students

alert the educator to a potential

student autonomy and the centring

with hearing impairments, AI

gap in understanding, enabling

of intrinsic learning values. By

systems can offer real-time

them to address this issue in

leveraging AI, the learning process

transcription services, converting

future lessons.

can be transformed from a onesize-fits-all model to a deeply

spoken language into written text. These AI-driven solutions

Improved reflective practice

personal journey. AI affords the

ensure that learning materials

Reflective practice is an integral part

opportunity for learning to be not

are accessible to all students,

of the learning process, enabling

just about achieving grades, but

regardless of their physical

learners to review and consolidate

about engaging with content that

abilities, thus fostering an

their understanding, identify areas of

is inherently meaningful to each

inclusive learning environment.

improvement, and make connections

student. With this focus, AI moves

between different concepts. AI can

students from passive recipients to

RICHER DATA ANALYSIS AND

be an exceptional tool in promoting

active participants in their education,

INSIGHTS

such practice, enabling learners

empowering them to shape their

AI holds tremendous potential

to critically examine their own

learning experiences according to

to enhance education through

work, and evaluate the suggestions

their pace, interests, and needs. The

richer data analysis and insights.

provided by the AI. It can facilitate

limitations of traditional classroom

It can help educators gain a

an engaging dialogue between

structures, defined by capacity and

deeper understanding of student

the student and the AI, guiding

staff-student ratios, are circumvented

performance, progress, and learning

them towards a more profound

with AI’s ability to provide

patterns, enabling more informed

understanding.

individualised learning experiences Pymble Ladies’ College

15

A Framework for Change: AI in Education

for every student. This revolution

For instance, a student

the focus shifts towards equipping

gives rise to an enhanced learning

passionate about visual arts

learners to be dynamic problem-

environment that promotes curiosity,

might receive resources and

solvers and critical thinkers. With

self-reliance, and a robust sense of

tasks that weave art history and

AI capable of assisting learners

ownership over one’s educational

technique into the study of

in achieving traditional minimum

journey.

different subjects. This way not

standards, these benchmarks alone

only is learning personalised, it’s

cease to be the ultimate measure of

One example of AI fostering

also intrinsically valuable, keeping

education. The real-world doesn’t

student autonomy is the use of

students engaged and invested in

require mastery of a set curriculum,

AI-driven learning platforms that

their education.

but instead, values the ability to solve complex problems and fill gaps

cater content and learning paths

in understanding and knowledge.

to everyone. These systems not only adapt the pace and

PROBLEM SOLVING, NOT MINIMUM

Therefore, an AI-infused education

difficulty level of content but can

STANDARDS

system can liberate learners from

tune the learning pedagogy to

Artificial Intelligence brings forth

the confines of a one-size-fits-all

match the student’s needs and

a transformative paradigm in

curriculum, enabling them to focus

preferences. Students aren’t just

education, moving away from

on understanding concepts deeply

consumers of information, but

traditional models of “teaching to

and applying them in innovative ways

active participants in shaping

the test” and rigid adherence to

to solve real-world problems.

their learning experiences.

minimum outcome standards. In an AI-enabled learning environment,

References Akgun, S., and Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 Settings. AI and Ethics 2(3):431– 40. doi: 10.1007/s43681-021-00096-7.

Ayoub, D. (2023). Unleashing the power of AI for education.

MIT Technology Review. https://www.technologyreview. com/2020/03/04/905535/unleashing-the-power-of-ai-for-education/ Bailey, J. (2023). 4 ways AI will transform personalized learning. Fast Company. https://www.fastcompany.com/90901403/four-ways-aiwill-transform-personalized-learning Beeby, L. (2023). How AI is catalysing good pedagogical practice in higher education. UK Standing Committee for Quality Assessment. https://ukscqa.org.uk/2023/08/04/how-ai-is-catalysing-goodpedagogical-practice-in-higher-education/ Bryant, J., Child, F., Dorn, E., and Hall, S. (2023). New global data reveal education technology’s impact on learning. McKinsey and Company. https://www.mckinsey.com/industries/education/our-insights/newglobal-data-reveal-education-technologys-impact-on-learning Collins, L. (2020). Learning design that fosters student engagement and autonomy. Teche. https://teche.mq.edu.au/2020/08/learningdesign-that-fosters-student-engagement-and-autonomy/ Dietmar, J. (2021). Council post: Three ways edtech platforms can use AI to deliver effective learning experiences. Forbes. https://www. forbes.com/sites/forbestechcouncil/2021/07/19/three-ways-edtechplatforms-can-use-ai-to-deliver-effective-learning-experiences/ Gentile, M., Città, G., Perna, S., and Allegra, M. (2023). Do we still need teachers? Navigating the paradigm shift of the teacher’s role in the AI era. Frontiers in Education. Vol. 8. https://doi.org/10.3389/

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Illuminate Research and Innovation | Edition 9 2024

feduc.2023.1161777 Graham, G. (not dated). Fostering creative thinking and problemsolving skills with AI - prompts included. Future School. AI Homeschool. https://www.futureschoolai.com/blog/fosteringcreative-thinking-and-problem-solving-skills-with-ai-prompts-included Gulen, K. (2023). Artificial intelligence in education: Examples - Dataconomy. https://dataconomy.com/2023/02/03/artificialintelligence-in-education/ Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Buckingham Shum, S., Santos, O.C., Rodrigo, M.T., Cukurova, M., Ibert Bittencourt, I., and Koedinger, K.R. (2022). Ethics of AI in education: Towards a community-wide framework. International Journal of Artificial Intelligence in Education, 32(3), 504–26. doi: 10.1007/s40593021-00239-1 IPL. (2023). Computer impact on education. https://www.ipl.org/ essay/Computer-Impact-On-Education-F3LMZC6HESCF6 JavaTPoint. (not dated). Problem solving techniques in AI. https:// www.javatpoint.com/problem-solving-techniques-in-ai Kopp, W., and Stjerne Thomsen, B. (2023). How AI can accelerate students’ holistic development and make teaching more fulfilling.

World Economic Forum. https://www.weforum.org/agenda/2023/05/ ai-accelerate-students-holistic-development-teaching-fulfilling/ Liu, D., Ho, E., Weeks, R., and Bridgeman, A. (2023). How AI can be used meaningfully by teachers and students in 2023. Teaching@ Sydney. https://educational-innovation.sydney.edu.au/teaching@ sydney/how-ai-can-be-used-meaningfully-by-teachers-and-studentsin-2023/

Microsoft. (2023). Empowering responsible AI practices. Microsoft AI. https://www.microsoft.com/en-us/ai/responsible-ai Nguyen, A., Ngan Ngo, H., Hong, Y., Dang, B., and Nguyen, B-P. T. (2023). Ethical principles for artificial intelligence in education.

Education and Information Technologies 28(4), 4221–41. doi: 10.1007/ s10639-022-11316-w O’Brien, W. I. (2023). Here are 4 potential use cases of AI in education sector. World Economic Forum. https://www.weforum.org/ agenda/2023/04/can-ai-improve-education-here-are-4-potential-usecases/ Perez, J. (2023). Artificial Intelligence (AI) in education: Impact and examples. QuestionPro. https://www.questionpro.com/blog/ai-ineducation/ Prasad, R.K. (2023). How is AI impacting personalized learning?

Key applications, limitations and trends. ELearning Industry. https:// elearningindustry.com/how-is-ai-impacting-personalized-learning-keyapplications-limitations-and-trends Riopel, L. (2019). Appreciative inquiry: Key research and fields of application. PositivePsychology.Com. (https://positivepsychology. com/appreciative-inquiry-research/

Saro, M. (2019). Is technology good or bad for learning? Brookings. https://www.brookings.edu/articles/is-technology-good-or-bad-forlearning/ Sharples, M. (2023). Towards social generative AI for education: Theory, practices and ethics. Computers and Society. https://doi. org/10.48550/arXiv.2306.10063 UNESCO. (not dated). Artificial intelligence in education. UNESCO. https://www.unesco.org/en/digital-education/artificial-intelligence Verhoeven, B., and Rana, V. (2023). How to use generative AI creatively in higher education. Impact of Social Sciences. https:// blogs.lse.ac.uk/impactofsocialsciences/2023/04/04/how-to-usegenerative-ai-creatively-in-higher-education/ Wang, Y-P. (2021). Effects of online problem-solving instruction and identification attitude toward instructional strategies on students’ creativity. Frontiers in Psychology, Vol.12. 10.3389/fpsyg.2021.771128 Zia, T. (2023). Transforming education: AI-powered personalized learning revolution. https://www.techopedia.com/transformingeducation-ai-powered-personalized-learning-revolution

Roos, D. (2023). 7 ways the printing press changed the world. History. https://www.history.com/news/printing-press-renaissance

Pymble Ladies’ College

17

A research partnership story Dr Tracey-Ann Palmer, University of Technology Sydney I am delighted to share the story of a very successful research partnership between the University of Technology Sydney and Pymble Ladies’ College. The research study we undertook would not have been possible without the support of the dedicated staff, committed teachers, and enthusiastic students at Pymble. The strong research mindset at the school played a vital role in making this collaboration such a resounding success.

Project Contributors UNIVERSITY OF TECHNOLOGY

PYMBLE INSTITUTE

SYDNEY TEAM MEMBERS

TEAM MEMBERS

Professor Nick Hopwood

Dr Yifei Dong

Dr Sarah Loch

Professor of Professional Learning,

The Data Science Institute,

Director – Pymble Institute, Pymble

School of International Studies

University of Technology Sydney

Ladies’ College; Industry Fellow,

and Education, University of

https://profiles.uts.edu.au/

School of International Studies

Technology Sydney

Yifei.Dong

and Education, University of Technology Sydney

https://profiles.uts.edu.au/ Nick.Hopwood

Dr Kun Yu Assistant Director, The Data

Victoria Adamovich

Dr Tracey-Ann Palmer

Science Institute, University of

Research Assistant, Pymble

Industry Fellow, School of

Technology Sydney

Institute, Pymble Ladies’ College

International Studies and

https://profiles.uts.edu.au/Kun.Yu Anthony England

Education, University of Technology Sydney

Gloria Koh

Data Science teacher and Director

https://profiles.uts.edu.au/

Research Assistant

Innovative Technologies, Pymble

Tracey-Ann.Palmer

School of International Studies

Ladies’ College

and Education, University of Dr Mun Yee Lai

Technology Sydney

Cedric Le Bescont,

Lecturer, School of International

Data Science and Science teacher,

Studies and Education, University

Pymble Ladies’ College

of Technology Sydney https://profiles.uts.edu.au/

Kim Maksimovic

MunYee.Lai

Data Science teacher and Director - Futures and Partnerships, Pymble Ladies’ College Dr Glen McCarthy Data Science and Science teacher, Pymble Ladies’ College

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Illuminate Research and Innovation | Edition 9 2024

THE PROJECT

You may not be familiar with the

The development of the pilot

My story starts with an opportunity

intricacies of university funding

involved extensive cooperation with

to apply for university funding that

processes, but it is quite common

Pymble’s Data Science instructors,

was aimed at fostering collaboration

for us to receive invitations with

namely Cedric Le Bescont, Anthony

between faculties within the

incredibly tight timelines for funding

England, Glen McCarthy and Kim

university. Nick Hopwood, Mun Yee

applications. This project was no

Maksimovic, as well as Sarah Loch

Lai and I come from the school

exception and presented us with a

and Victoria Adamovich in terms of

of education within the Faculty of

challenging timeframe to develop

research support. Collaboratively,

Arts and Social Sciences at UTS

our proposal. Our faculty has

we formulated a comprehensive

and so we research best-practice

extensive experience researching in

data collection strategy. Given

teaching and learning in schools.

schools so we assembled our team

the experimental nature of the

We partnered with the UTS Data

of experts and working with our new

pilot, it was immensely beneficial

Science Institute (DSI) who truly do

colleagues from DSI, created a broad

to collaborate with a team that

leading-edge research on using data

plan to collect data in a school.

exhibited remarkable responsiveness

to understand how the world works.

Thankfully, we contacted Sarah

and adaptability. Our meetings

DSI had developed remarkable

Loch to ask if Pymble would be a

fostered fruitful discussions, bringing

software capable of tracking human-

partner in the study. Fortunately, we

together individuals with open minds,

computer interactions. They could

discovered that this research aligned

all focused on optimising the value of

monitor facial expressions, gaze

perfectly with the new Data Science

teacher and student time.

patterns, keystrokes, and even detect

course offered by the school and the

emotions. The software collects a

school’s overall Digital Intelligence

Through the workshops and

vast dataset of measurements using

strategic pillar guiding innovation

discussions, we agreed on the

software loaded onto a standard

in this area, and the teachers were

following research design:

computer. Given the surge in online

eager to test the technology. Our

• Teachers collaboratively designed

learning during the Covid-19 era,

funding application was created,

we recognised the potential of this

submitted and was successful! We

• Students performed the task while

technology to enhance educational

subsequently developed a detailed

being monitored through school

experiences.

research plan and obtained the necessary ethics approvals from

an online task.

laptops using the tracking software.

• Students participated in focus

THE PARTNERSHIP

the university and Pymble’s ethics

Data experts, Kun Yu and Yifei Dong

committee. Nick Hopwood and

from the DSI were keen to work with

Kun Yun were invited to speak to

laptops was analysed by the data

us because they wanted to use their

the application at a committee

science experts.

software with school students and

meeting which helped students and

• Teachers were presented with the

needed our expertise in schools to

teachers to understand it more fully

data and shared their insights and

make that happen. They also needed

and to meet university academics

us to help them with making sense

with experience in research. We

of the data so they could train AI to

were particularly impressed by the

individualised report based on their

interpret what their software was

existence of such a committee at

data and participated in a group

detecting.

Pymble.

feedback session.

We were delighted to work with

THE PLAN

THE PILOT

DSI and explore how such new

We know that schools are busy

The pilot study was conducted in late

technology could be of value to

places and that coming into a

2022, and data analysis was carried

teachers and their students. After

school to conduct research can

out during the first half of 2023. We

some discussion, the joint team

be complicated. This is especially

had some logistical issues (as all

decided to focus on engagement

true when undertaking pilot studies,

good pilot studies do) but nothing

and to conduct a pilot study to find

where the outcomes are particularly

that stood in the way of us collecting

out if the tracking software could

uncertain. This is where the research

excellent data.

‘see’ student engagement with an

mindset fostered by the Pymble

online task.

Institute comes to the fore.

groups to share their experiences.

• The data collected from the

ideas.

• Each student received an

The data we gathered included: •

Emotions, gaze patterns, Pymble Ladies’ College

19

keystrokes, and mouse movements

We were thrilled to discover that

from 25 Data Science students in

the tracking software could identify

Years 9 and 10 who completed the

different learning styles, and the

task.

teachers recognised its potential as a

• Insights and experiences shared by

valuable tool for identifying individual

20 students in five focus groups.

student needs. They also believed

• Input from four teachers in a focus

the software could aid in identifying

group, where they reviewed the

student emotions, enabling them to

data and suggested how the results

be more responsive in online learning

could enhance their teaching and

environments.

student learning.

Thanks to our collaborative We also provided each participating

partnership within the university

student with a personalised report

and with Pymble Ladies’ College,

with their data and conducted a

the pilot study proved to be an

feedback session to discuss the

enormous success. While our initial

results and gather their input.

aim was to evaluate the value of the tracking software, we now believe it

THE PRODUCT

can effectively track emotions and

We got some very interesting results.

monitor students’ task engagement

The data collected is extensive and

and actions. However, determining

the DSI team is still working through

genuine task engagement – deep

some of the data. The focus group

interest rather than mere completion

data found that students found

– remains a more complex challenge.

the software unobtrusive, and they

We find this aspect fascinating and

quickly forgot about it as it appeared

intend to conduct further research in

as if they were working on a regular

this area.

computer.

THE POSTSCRIPT The results of the study were

This research endeavour became

intriguing. Through our focus group

possible due to the collaborative

discussions, we observed that

efforts of our university and the

students approached the online task

College. As a pilot study, we did not

in three distinct ways, which we

anticipate finding all the answers.

categorised as learning dispositions:

Nevertheless, we gained valuable

The Whizz, The Worker, and The

insights into what works and

Worrier. We then analysed the

what doesn’t, discovered answers

tracking data for each student and

to unanticipated questions, and

predicted their learning disposition

obtained valuable hints for addressing

accordingly. To validate our analysis,

our initial inquiries.

we sought feedback from the teachers.

That’s the essence of research – an open mind and a willingness to

The teacher focus group session

explore. In research, there are no

was both exciting and fruitful. By

failures, only opportunities to gain

examining samples of student

more information about what doesn’t

data for each learning disposition,

work. This is what makes research

the teachers confirmed that our

both wonderful and occasionally, a

analysis, based on the tracking data,

bit messy.

aligned with their perceptions of the students’ approaches. It was a clear match in almost all cases.

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Illuminate Research and Innovation | Edition 9 2024

O brave new educational world Myvanwy Carr, Head of Year, Pymble Ladies’ College

We are in the Fourth Industrial Revolution where extraordinary technological advances are being made, a time where humankind faces fundamental transformation (Schwab, 2016).

I remember showing my colleagues

the world and loving the posts, likes

In December 2022, my son, a

at work my first smartphone in

and messages from friends. I also

software engineer and co-founder

2008: an iPhone. In my hand it felt

remember laughing wryly at hours

of an ed-tech start up, informed

sleek and slick. Gone were the push

spent scrolling through Facebook

our nuclear family that OpenAI had

buttons of my Nokia - replaced

posts on a Saturday morning, in bed

released ChatGPT. As a family with

instead with a sensitive, glossy glass

with coffee.

a of love science fiction and keen to explore new technologies, once

touch screen, brightly coloured with cute icons, which when tapped, filled

I was lucky though; I negotiated

encouraged by those who know

the large screen with an app which

these advances in technology as

more (my husband is a cyber security

led me down a veritable Alice in

an adult, as one who had grown up

operations manager), I jumped onto

Wonderland rabbit hole of delight. I

without a mobile phone and without

ChatGPT and had a bit of a play.

remember joining Facebook in 2010

social media. I had the know-how to

and connecting with family all around

reflect and resist.

One of the first things I asked Pymble Ladies’ College

21

O Brave New Educational World

ChatGPT to do was to write a

speculated that a year will pass and

contemplate, read and discuss

comparative essay comparing

not much will have changed. Well,

with others, well beyond the points

Shakespeare’s tragedy King Richard

I am writing this nearly a year later

made below. Feel free to use the

III to Pacino’s docudrama Looking

and while not much has changed

following ponderings to expand

for Richard. I was jolted by the speed,

in my teaching, much has changed

your understanding.

the clarity, and the points made. And

in my thinking, and I am more

I soon learnt, thanks to my son, that

motivated than ever to engage in

I could develop the answer ChatGPT

deep discussion about the future of

gave me with more refined prompts.

education.

1. CHATGPT: IT IS ARTIFICIAL BUT IT IS NOT INTELLIGENT, NOT YET

It felt like a civilised conversation with someone who was very willing to help

At school some students have

At a talk at the Sydney Opera House,

me out. I was a bit annoyed; ChatGPT

plagiarised using ChatGPT, and some

we were told by Toby Walsh, Chief

made conclusions in under a minute,

students, mostly more senior and

Scientist at UNSW.ai, that AI is an

conclusions which had taken me a

capable students, have told me that

alien intelligence and that is it is

much longer time to form through

they want to do their own thinking!

artificial, an adjective everyone

research, reading and discussions with

Relief and applause! But students

forgets. Though, he also said that

my fellow English teachers.

don’t know what they don’t know and

artificial general intelligence will be

nor do I, but it is up to us, educators,

here this century (Walsh & Brooks,

Within the space of an hour I

to do what we can, to enlighten our

2023).

joined the current hype cycle by

students so that no form of artificial

shooting off an email to the English

intelligence does a student’s thinking

Professor Chris Dede, educational

Department, just before Christmas,

for them (Dede, 2022).

researcher at Harvard, explained in a podcast that ChatGPT makes

attaching two articles: The End of High School English (Herman,

I don’t want to be lost in ignorance,

calculative predictions, he stated that

2022); and Will ChatGPT make me

swimming in a fast-moving current,

we would be “appalled” if we knew

irrelevant? (Bruni, 2022). I was in a

grasping desperately for a helping

how little AI currently understands

slight state of panic.

hand which I find I can’t quite

(Anderson & Dede, 2023).

reach, in the slippery, fast paced I was somewhat comforted by

complex world of the Fourth

Max Tegmark, Professor of Physics at

a YouTube video made by Evan

Industrial revolution. Right now, in

MIT, who defines intelligence as “an

Puschak entitled The Real Danger of

my reading and research, I feel as

ability to accomplish complex goals,”

ChatGPT (2022) where he posited

though I am finding a teeny bit of

also stated in his book, Life 3.0, that:

that “Writing is how we understand

confidence in knowing more about

“Today’s artificial intelligence tends

the world uniquely,” and in which he

artificial intelligence, like a novice

to be narrow, with each system able

reflected that writing was the only

surfer perhaps, thrilled to be finally

to accomplish only very specific

way for him to find out who he was

standing upright momentarily, seeing

goals, while human intelligence is

and what he believed (Nerdwriter1,

a possible way forward.

remarkably broad” (Tegmark, 2018).

2022). He proposed that it will be Dave Snowden, Chief Scientific

up to passionate English teachers to

Officer of the Cynefin company,

convey the importance to students of writing their own words, while

Dear Reader, maybe you are in a

stated that “we need to stop talking

counteracting the allure of an

similar quandary to me, wanting to

about artificial intelligence and talk

“overconfident chat bot … which is

discuss what artificial intelligence

about machine learning because that

a free magic tool which promises

(AI) means to you. What follows

is what we are dealing with” (GRAILE

easy grades for less work … in a

are some initial thoughts and

AI, 2023). If we allow students

system which prioritises grades over

ponderings about what I think

to use ChatGPT “to effectively

learning.” Clearly a challenging task,

students need to know about

synthesise others’ written material

one which I am keen to take on.

current artificial intelligence

and regurgitate it,” we shouldn’t be

and human intelligence. I know,

taken aback if AI is better at this than

however, there is a lot more to

humans because humans are better

Puschak, aka Nerdwriter 1 (2022), also 22

Illuminate Research and Innovation | Edition 9 2024

at abductive thinking than inductive thinking, which is what machines use (GRAILE AI, 2023).

I asked ChatGPT if it was able to use abductive thinking, this was the reply: “I can simulate abductive thinking to some extent by generating plausible explanations or hypotheses based on information and context you provide.

However, it is important to note that my responses are generated based on patterns in the text data I was trained on up until September 2021.

My responses are not the result of true reasoning or understanding but rather statistical associations in the data” (OpenAI ChatGPT, 2023).

This made me feel rather warm inside until I responded to its suggestion of: “If you have a specific scenario or question where you’d like me to apply abductive thinking, please provide the relevant details, and I’ll do my best to generate a response that demonstrates this form of reasoning” (OpenAI ChatGPT, 2023). So, I did. I asked it to provide an argument for the fact that plants might be conscious. And it did, it

Figure 1: OpenAI Chat GPT

was convincing (see Figure 1). It had just revealed to me that it could

significant to note that “neuroscience

interaction with the physical world.

simulate abductive thinking and the

now recognises that the brain

For Merleau-Ponty, “the external

answer it provided about the possible

and the body are so intimately

world is encountered, interpreted

consciousness of plants did not feel

intertwined that they cannot be

and perceived by the body,

like a simulation when I read it. I felt

thought of separately” (Baker,

through various forms of immersive

a bit ill at the thought of how easily

2022). Maurice Merleau-Ponty, a

awareness through action” (Colarossi,

one can be duped into thinking

French phenomenologist of the

2013). Consider that some human

ChatGPT uses abductive thinking. On

twentieth century, posited that the

experiences are phenomenologically

a different note, I am not convinced

mind cannot be separated from a

ineffable, meaning that they cannot

that plants don’t have some element

consideration of the body. The body

be reduced to factual description, in

of consciousness.

is integral to our consciousness

this way an artificial intelligence can

because the body takes an active

never know the experiential nature

part in our perception of the world.

of seeing the colour red (Colarossi,

Merleau-Ponty viewed “dance,

2013). Or, for that matter, the feeling

2. HUMANS LEARN WITH THEIR

mime, painting, music and speech

of being confronted with a bull

BODIES AND HAVE AESTHETIC

as expressions of thought” (Grayling,

elephant in South Africa.

SENSIBILITY

2019). We can consider thinking

I had the privilege of being in the

ChatGPT does not have a body. It is

to be an outcome of our bodily

Sabi Sands Game Reserve in October Pymble Ladies’ College

23

O Brave New Educational World

the experience. The ranger said we wouldn’t have had any time to make a getaway, he said he was reluctant to start the engine anyway, as this might have disturbed the bull and catalysed a reaction.

This may be an extreme example to use for a reference to an embodied learning experience, but I have felt wonder at small creatures too, like the Peron tree frog, who one summer lived in a huge bromeliad outside our front door, fifteen metres from our busy road. We spent almost everyday exchanging stares, which it was happy to do provided I didn’t come too close.

Recalling the experience of the

24

2022. On an afternoon safari we

I was sitting high up on the back of

elephant bull reminded me of

pulled up to a group of elephants

vehicle between my husband and

Immanuel Kant’s concept of the

and our ranger switched off the

someone I had just met. Six tonnes

sublime: the overwhelming sense

engine of our open Land Rover. At

of elephant held us captive as he

of nature as being greater than

this point in the late afternoon the

observed us. I had managed to take

human reason (Rohlf, 2023). How

temperature was pleasant, and the

photos as he walked up to us, but

would an artificial intelligence be

sky was a haze of thin white cloud. It

I didn’t have the courage to disturb

able to realise this concept without

was quiet and peaceful. We watched

him with the sound of the shutter

experiencing it? The notion of

the group of elephants contentedly

as he stood looking directly at us.

the sublime has associations of

feeding themselves, happy to ignore

I noticed that the woman sitting in

wonder and terror but also brings

us, accustomed as they are to safari

front me was bent forward with her

to mind appreciation of beauty.

vehicles. Our heads turned to the left

hands around her head too scared

For Kant, beauty encapsulated

though when our ranger grunted as

to look or move. I also noticed the

form, dignity, order, and harmony.

he perceived movement in the bush.

temporin secretion from the ducts

True beauty was not associated

An elephant bull strode up to us with

on the side of the bull’s face, an

with utility. We can appreciate this

a measured and confident pace and

indication of musth. The elephant

in our consideration of aesthetic

then stood two metres away, sizing

swayed and then placed his trunk on

experiences and of our reactions

us up. Our ranger asked us to be still

his right tusk. I saw that he glanced

and silent. Whispering, he pointed

down too and then he sized us up

out that this bull seemed relaxed but

again. Then there was a moment

could be temperamental as it was

where I forgot how terrified I was,

in musth, a period of testosterone

when I stared at his face and felt

surge, which made bulls ready to

wonder at a sense of his otherness

mate but also aggressive. A five-

from me, from us. I wanted to

minute stand-off ensued where time

understand what it must be like to

stretched uncomfortably. My mind

be him, but I knew that this would

engaged between wonder and an

be impossible to know. The bull

effort to squash a primal fear of death

decided to move on, and once he

which held my body still and taut.

had ambled well away from us, we all

We didn’t budge. I could not budge;

made exhilarated exclamations about

Illuminate Research and Innovation | Edition 9 2024

to art, or the sense of order and

what it means to be creative is to

most happy to be teaching a subject

harmony experienced in great pieces

consider artistic vision and intention.

which requires an acceptance

of music (DavidsonArtOnline, 2020).

Raphaël Millière, philosopher, is

of grappling with complexity

Anna Ribeiro, Associate Professor of

of the view that whilst ChatGPT

and ambiguity, and answering

Philosophy at Texas Tech University,

can generate novel sentences and

philosophical and ethical questions

has asked important questions about

DALL-E can generate new images,

which require robust discussion,

our aesthetic sensibility: “Could

artificial intelligence does not have

posed to us by great works of

a human being function without

intrinsic goals. Without a vision or

literature. Life is uncertain and

the ability to perceive the beauty

desire we may not consider this type

complex and the question of what

or ugliness of things? How much

of intelligence, as it exists right now,

it means to be human has never

would that inability affect one’s

as artistic (Overthink Podcast, 2023).

been so important as our current

capacity to perceive things correctly,

Creativity is associated with the new,

time, it certainly feels that way to

to make reasonable judgments

the original. David Bohm (2004) has

me. I recommend Ian McEwan’s

about the world, to engage socially

put forward the argument that this

(2019) novel Machines Like Me which

and to make decisions?” (Ribeiro,

can only be achieved for scientist and

explores life with a synthetic human

2014). Essentially, she argues the

artist alike through discovery and play

and the moral quandaries we might

following: “Homo sapiens is, as Ellen

which is not bound by a utilitarian

be faced with in the future.

Dissanayake put it, quintessentially

aspect. Instead, Bohm suggests,

also Homo aestheticus; the modern

the key to creativity is the love of

mind is an aesthetic mind. A little

learning, crucially with acceptance

observation will reveal that; it is

that mistakes will happen. All

OUR EDUCATIONAL FUTURE

as obvious a fact about us as it is

teachers love this idea, but in an

As I said above - I still need to read

incontrovertible”(Ribeiro, 2014).

ironic way, because they continue to

more, write more, discuss, and

be forced to prepare students for the

collaborate with others. It feels

Higher School Certificate.

to me (and I am sure to many

David Bohm, renowned physicist and theorist, who was one of the

others) that we are in a very new

most original thinkers of the second

space of thinking about life with non-humans. Rosi Braidotti (2019),

half of the twentieth century, postulated that we need to consider

WHY ENGLISH LITERATURE AND

philosopher and professor at Utrecht

that insight, a fundamental element

AMBIGUITY MATTER SO MUCH

University, challenges the thinking

of intelligence, is a process which

This year, I read Shakespeare’s

of the Enlightenment whereby

combines perception of the mind,

Othello with my Year 11 English

human reasoning and achievement

our senses, our emotions and our

class. If you don’t recall, this is the

are placed at a pinnacle above all

aesthetic appreciation (Bohm, 2004).

tragedy where the brilliance of the

other species. Instead, Braidotti

Max Tegmark (2018) has posited that,

play leaves us staggering and thinking

champions a posthuman philosophy

because we are not going to be the

about love, racism, and hatred.

where thinking is relational and

smartest beings on the planet in the

Where the outsider, the dark-skinned

collaborative, where humans and

future, we should think of ourselves

Othello murders his wife who he

non-humans (plants, animals, and

as Homo sentiens, having the ability

believes has betrayed him, and the

‘intelligent’ machines) form alliances

to subjectively experience qualia,

malevolent Iago has lied and staged

and assemblages. Her philosophy

essentially having consciousness.

the evidence. Othello demands to

is one of collaborative morality and

Consciousness remains an alluring

know why Iago has lied to him and

ethical accountability and it provides

debate for philosophers and

Iago’s answer is, “You know what you

a possible framework for how we

scientists.

know.” My class ruminated over this

can map our future and the future of

ambiguous and seemingly enigmatic

our students.

answer from the frustratingly brilliant and evil Iago. This is the beauty of

The dream of AI is that it can be

3. CREATIVITY

a critical study, or any study of a

used to amplify our learning and that

Artificial intelligence is not creative,

literary work; it opens debate and

together with human intelligence

it is generative. One way to consider

hypotheses about many things. I am

(not forgetting other non-humans), Pymble Ladies’ College

25

we can reach new understandings.

Whilst social media has connected

unjust.” One priority seems evident:

David Chalmers, professor of

many teenagers, it has also seemed

all our students need to know how

philosophy and neural science at

to be an insidious monster, when

machines learn.

New York University, has written

not managed well. Our students

that ChatGPT has shown glimmers

need to know how AI can be used

Our educational world has brave

of artificial general intelligence

to spread misinformation and how

and wise people in it (like the many

and while it does not truly have

it can be used against us because

quoted above), but unlike Miranda

understanding in the sense that

it can tap into our human nature

from Shakespeare’s tragicomedy,

humans do (in terms of perception,

and manipulate us (Walsh & Brooks,

The Tempest, let us not be naïve,

action and emotion), he warns that

2023). Snowden (GRAILE AI, 2023)

but engage instead in collaborative

both intellectually and practically,

has serious ethical concerns about

thought and action.

“we need to handle it with care”

ChatGPT as it is trained on data sets

(Weinberg, 2020).

which are “biased and epistemically

References Anderson, J., & Dede, C. (2023, February 9). AI in Education. Harvard Graduate School of Education. https://www.gse.harvard.edu/ideas/ edcast/23/02/educating-world-artificial-intelligence Baker, W. B. (2022). Embodiment. Mind & Life Institute. https://www. mindandlife.org/insight/embodiment/ Bohm, D. (2004). On Creativity. Routledge Classics.

Braidotti, R. (2019). Posthuman Knowledge. Polity Press.

Bruni, F. (2022, December 15). Opinion - Will ChatGPT Make Me Irrelevant? The New York Times. https://www.nytimes. com/2022/12/15/opinion/chatgpt-artificial-intelligence.html Colarossi, A. (2013). Focusing on the Brain, Ignoring the Body.

Philosophy Now, 97.

DavidsonArtOnline (Director). (2020, April 10). An Overview of Kant & Beauty. https://www.youtube.com/watch?v=CC0dPsWOXEA Dede, C. (2022, October 29). Episode 128 - Realizing the Full Benefit of Artificial Intelligence for Education. Silver Lining for Learning. https://silverliningforlearning.org/episode-128-realizing-the-fullbenefit-of-artificial-intelligence-for-education/ GRAILE AI (Director). (2023, May 14). Cognitive Escalation: The impact of AI on learning. https://www.youtube.com/watch?v=j7ORkSaeNiY Grayling, A. C. (2019). The History of Philosophy. Viking.

Herman, D. (2022, December 9). The End of High-School English. The Atlantic. https://www.theatlantic.com/technology/archive/2022/12/

26

Illuminate Research and Innovation | Edition 9 2024

openai-chatgpt-writing-high-school-english-essay/672412/ Nerdwriter1 (Director). (2022, December 31). The Real Danger of ChatGPT. https://www.youtube.com/watch?v=AAwbvGywdOc OpenAI ChatGPT. (2023). Abductive Thinking. https://chat.openai. com/c/08affe2f-9446-4169-bbe7-39dfcdcc017e Overthink Podcast (Director). (2023, June 21). Art and AI with Raphaël Millière (Interview). https://www.youtube.com/ watch?v=50XhxBRClWw Ribeiro, A. C. (2014, March 23). Aesthetics’ Philosophical Importance.

Aesthetics for Birds. https://aestheticsforbirds.com/2014/03/22/ aesthetics-philosophical-importance-by-anna-christina-ribeiro/ Rohlf, M. (2023). Immanuel Kant. In E. N. Zalta & U. Nodelman (Eds.), The Stanford Encyclopedia of Philosophy (Fall 2023). Metaphysics Research Lab, Stanford University. https://plato.stanford.edu/archives/ fall2023/entries/kant/ Schwab, K. (2016). The Fourth Industrial Revolution. World Economic Forum.

Tegmark, M. (2018). Life 3.0 Being Human in the Age of Artificial Intelligence. Penguin Books.

Walsh, T., & Brooks, R. (2023, September 10). AI: The Human Interface.

Weinberg, J. (2020, July 30). Philosophers On GPT-3 (updated with replies by GPT-3)—Daily Nous. https://dailynous.com/2020/07/30/ philosophers-gpt-3/, https://dailynous.com/2020/07/30/philosophersgpt-3/

Jamming with Jamboard: Promoting student voice and engagement in the classroom Tracy Reid, K-6 Classroom Teacher, Pymble Ladies’ College

TEACHER AS LEARNER

straight into my teaching program.

students feeling overwhelmed? I

My name is Tracy Reid and I

That’s where I first encountered

needed to provide a safe haven for

commenced at Pymble over 18

Jamboard.

them to contribute and participate in class discussions to share their

months ago. I came from the NSW public school system and was

I had always been focused on

insights and ideas. I needed to find

always looking for ways to engage

supporting students who were shy

a way to grow their self-confidence

my students with digital technology.

or anxious about speaking aloud

and for them to realise their voice

In my first week at Pymble, I was

in class. I had taught students with

was important.

advised that a Digital Learning Leader

selective mutism and learning needs

(DLL) would be coming to my

who were fearful of speaking. I had

Fortunately, one of our DLLs was

class to team teach with me. I was

employed strategies around pair and

coming into my classroom to teach

overjoyed as I had never experienced

small group presentations, but I still

my Year 3 class how to use a digital

this type of collaborative teaching.

wasn’t satisfied with my teaching

product called Jamboard. I had never

It was after our first lesson together

pedagogy in this area. I kept telling

heard of the application and was

that I made a promise that whatever

myself there had to be another way.

keen to discover how I could embed

digital technology we had introduced

What could I do to promote student

it into my teaching. The students

to my class, I would implement

voice in my classroom without my

absolutely loved Jamboard and it Pymble Ladies’ College

27

Jamming with Jamboard: Promoting student voice and engagement in the classroom used it for student voice activities, such as developing class charters and our value systems. Student Representative Council meetings are another place students share ideas about improving the school and Jamboard allows students to sort activities into sections and action points. It is also an effective tool when teachers use brainstorming to elicit students’ prior knowledge and experiences on new topics because it provides an avenue for student reflection at the conclusion of topics.

Similarly, using Know, Wonder and Learn charts where students monitor their own learning experiences means students can make notes was like a light bulb had gone off in

announced. This application is similar

in accordance with their learning

my head! I could use this application

to Jamboard but with more features.

as they share reflections on their learning and apply this knowledge to

for the very problem I was trying

real life contexts.

to solve. My quieter students were

Jamboard enhances classroom

suddenly sharing their ideas and

participation by allowing students

insights. As I read their ideas from

to visually portray their learning and

Some powerful examples of seeing

the Jamboard, I noticed they were

thinking. This also helps teachers gain

Jamboard in action include mapping

smiling and proud of what they had

knowledge on what their students

out projects, designing scope and

written. Students’ digital sticky notes

are comprehending in real time. It

sequences, outlining teaching

were full of ideas, and more and

is a great tool for collaboration in

programs, planning incursions and

more were being added to the frame.

in-person, online, synchronous, and

excursions, designing performing

asynchronous settings. Jamboard

artssports and co-curricular

WHAT IS JAMBOARD?

is free and incredibly user-friendly.

programs, project management, and

Jamboard is a digital interactive

And the best part is anyone who

health care. The list is endless!

whiteboard developed by Google

has access to the board will see

to work with Google Workspace.

everything happen in real time. Like

Jamboard has changed the way

It lets users collaborate in real time

other Google applications, it saves

my students voice their opinions

using either the Jamboard device (a

automatically, so you always have a

and ideas. Those students who are

55-inch digital whiteboard that works

record.

nervous to contribute to classroom activities now do so freely and

with G Suite services), web browser or mobile app. Unfortunately, Google

THE BENEFITS OF USING A TOOL

without hesitation. Their confidence

has recently announced they are

THAT MAKES THINKING VISIBLE

has grown, and they are more

shutting down Jamboard in the year

I use Jamboard in my classroom

willing to read from their iPads and

ahead, however, a new application

to engage my students and they

participate. I now regularly hear

called Apple Free form has been

absolutely love using it. I have also

around the room, “are we doing a

“I kept telling myself there had to be another way. What could I do to promote student voice in my classroom without my students feeling overwhelmed? I needed to provide a safe haven for them to contribute and participate in class discussions to share their insights and ideas.”

28

Illuminate Research and Innovation | Edition 9 2024

Figure 1: Example of Jamboard activity on Maths Club activities

Figure 2: Using Jamboard to generate class discussion on previous knowledge on the sun’s energy

Pymble Ladies’ College

29

Jamming with Jamboard: Promoting student voice and engagement in the classroom

Figure 3: Example of a Freeform frame for a newspaper

Jamboard today, Mrs Reid?” When

We have also used Jamboard as a

features and graphics which should

my students ask me if we are doing a

student reflection and teacher review

excite teachers and students. Above

Jamboard today, I know I can happily

tool for a topic we have taught. The

is an image from a planning session

tell them ‘Yes!’ which gets them

students wrote down all the things

for school magazine content which

excited about their learning.

they had learnt about the topic whilst

students were organising. It looks so

the teacher reviewed the learned

engaging and appealing (Figure 3).

EXAMPLES OF JAMBOARD IN THE

content. By asking the students to

CLASSROOM

put their name on the sticky notes,

Jamboard has changed the way my

I have been working with a team of

the teacher was able to identify any

students interact in the classroom.

enthusiastic Year 5 mathematicians

students who needed additional

My students have become more

to introduce a maths club to the

assistance or clarification on a

engaged in their learning and get

Junior School. We used Jamboard

particular topic. This helped make

very excited when a Jamboard is

to brainstorm all our ideas and sort

formative assessment fun for the

ready to go. The opportunities are

them into categories. The girls have

students, too (Figure 2).

endless, and it only takes one go to get you started on the Jamboard

embraced using Jamboard and

30

we have continued adding new

Apple Freeform is a similar product

strategies to the frame (Figure 1).

to Jamboard which promises more

Illuminate Research and Innovation | Edition 9 2024

journey. What are you waiting for?

Talk to me, Goose!

Reflecting on the role of the Digital Learning Leader in modern times Jake Turnbull, Digital Learning Leader, Pymble Ladies’ College

Have you ever dreamed of being

artificial intelligence. I will share

to education, and suggestions for

a fighter pilot, soaring through the

some insights on how AI can be a

ways professional learning can help

skies, dodging enemy fire, and

trusted wingman, a co-pilot, and a

teachers navigate this new terrain.

saving the day? If so, you might

challenger for teachers and students

have watched Top Gun, the 1986

who want to take their learning and

INSIGHT #1: HOW PERFECT IS TOO

blockbuster movie that made

teaching to the next level. There

PERFECT?

Tom Cruise a star and inspired a

are many approaches educators

Watching the Women’s Football

generation of aviation enthusiasts.

are considering in their mission to

World Cup this year, it felt like AI and

But did you know that Top Gun

enhance student learning and digital

technology in sport has become

also has some valuable lessons for

learning leaders, or technology

too perfect. Our beloved Matildas

educators who want to integrate

integrators, more broadly, are

had scored for the second time

technology and artificial intelligence

considering ways they can support

against the tournament favourites,

(AI) into their classrooms effectively?

teachers in this endeavour.

Canada, and the crowd was in absolute rapture. High fives and calls

In this reflection, I consider how

This article offers readers a collection

of ‘Aussie, Aussie, Aussie’ came to a

my role is being shaped by the

of observations about the increasing

sudden stop, like an AI-driven car and

emerging technologies of generative

usage of AI, especially in relation

a beach ball coming together … (keep Pymble Ladies’ College

31

Talk to me, Goose! Reflecting on the role of the Digital Learning Leader in modern times reading) … the attempt was called a non-goal by the video assistant referee (VAR). The crowd learnt that the referee has no voice in overriding the outcome as the decision is made by the VAR. This is just one scenario which provokes me to ask whether AI and technology have become too perfect. Has AI taken away the human element of making mistakes in decision making, which humans have accepted whether it is in their favour or not. There is something

Figure 1: Video Assisted Referee in action

beautiful about teaching children to accept a decision even if they ‘know’

is crucial to preserve our cognitive

overcomes his fear and becomes the

it’s ‘wrong’ and this complexity is at

abilities. Over reliance on AI can lead

wingman for his former rival, Iceman,

risk if AI takes over the world of sport.

to reduced creativity, critical thinking

in the final showdown. The wingman

skills, and human intuition. AI should

is also a common term in social

INSIGHT #2: I FEEL THE NEED, THE

be viewed as a tool to augment

contexts, meaning a person who

NEED FOR SPEED

our capabilities, not as a substitute.

helps or assists another, especially

Malcolm Gladwell’s podcast,

While AI can automate mundane

in building relationships or attracting

Revisionist History (2016 – present),

tasks and provide quick access

others. Some famous examples of

features an episode titled “I Love You

to information, it is important to

wingmen and wingwomen in popular

Waymo”. In this episode, Gladwell

emphasise collaboration and foster a

culture are Samwise Gamgee from

travels to Phoenix, Arizona, to learn

collaborative environment where AI

The Lord of the Rings and Hermione

about the future of the automobile

and humans co-pilot to achieve the

Granger from Harry Potter.

and test rides a Waymo, which is

best results.

AI plays a pivotal role in supporting

a fully autonomous car created

32

by Google. Gladwell describes the

YOU CAN BE MY WINGMAN, ANY

teachers and providing them with

“zen-like” experience of riding in

TIME

a valuable co-pilot to navigate the

the Waymo and how respectable

In the modern world of education, AI

challenges of modern classrooms.

the car feels. He even tries to trick

can be the trusted wingman, much

AI’s capabilities extend to

Waymo by placing a beach ball

like the steadfast companion in Top

personalised learning experiences,

in its way then acts like a “crazy”

Gun. The concept of a wingman

task automation, and immediate

runner running alongside it, but he

comes from the world of aviation,

feedback, akin to the assistance

manages to confuse Waymo with

where it refers to a pilot who flies

provided by a skilled wingman to a

his unpredictable running pattern

beside and supports the leader of

fighter pilot. AI tools like ChatGPT

and, instead of continuing to drive,

a flight formation. In Top Gun, this

can help generate ideas and learning

Waymo stops. Gladwell believes that

role is essential for the success

materials for differentiated instruction

AI has become too perfect. Citizens

and survival of the pilots, who

to meet student needs. AI can also

of Arizona know that the Waymo will

face dangerous and unpredictable

create quizzes and mark essays using

stop and not run them over. They

situations. The protagonist, Maverick,

rubrics which can free up teachers’

ride their bikes at slow speed in front

is a skilled but reckless pilot who

time for other tasks. However, it is

of the Waymo and walk out in front

often endangers his wingman,

important to use AI as a tool rather

of it, knowing that they are living with

Goose, by disobeying orders and

than a complete solution. Over-

the perfect car that will slow down or

taking risks. When Goose dies in a

reliance on AI’s suggestions could

stop to avoid an accident.

tragic accident, Maverick feels guilty

lead to reduced creativity and fewer

The importance of co-piloting AI

and loses his nerve. He eventually

learning opportunities. If used on

Illuminate Research and Innovation | Edition 9 2024

its own, there may be limitations in the accuracy and appropriateness of AI’s suggestions. Critical thinking and problem-solving skills are fundamental to an education, and over-reliance on technology can undermine the development of these

“Rather than a fad, AI represents a transformative force that can personalise learning, provide invaluable insights, and automate routine tasks, ultimately empowering educators to focus on more meaningful aspects of teaching.”

essential skills.

I’LL FLY WITH YOU: PROFESSIONAL

they criss-cross this complex terrain?

LEARNING IN THE AI-SCAPE

Rather than a fad, AI represents

In today’s rapidly evolving

One significant challenge faced by

a transformative force that can

educational landscape, I firmly

digital learning leaders is the prevailing

personalise learning, provide

believe that, as a digital learning

scepticism among some educators

invaluable insights, and automate

leader, my role is to co-pilot with

who view AI as a passing fad or merely

routine tasks, ultimately empowering

students, with teachers and with AI to

a tool for students to exploit in the

educators to focus on more

enhance and enrich student learning.

context of academic dishonesty, such

meaningful aspects of teaching.

Bringing a love for technology and

as cheating on essays and homework.

Embracing AI in education comes

keeping up to date with new and

Overcoming this resistance to the

with challenges, such as data privacy

innovative insights allows me to

integration of AI into the classroom

concerns and the need for educators

co-pilot a transformative educational

can be arduous. However, it’s

to learn how to use AI tools

journey where I leverage AI as a

crucial to emphasise that AI holds

effectively and integrate them into

valuable co-pilot in this endeavour.

immense potential for enhancing the

their teaching practices. However,

What should schools consider as

educational experience.

it is important for educators to understand and harness the potential of AI to support learners in achieving their goals. As Bill Gates (2023) said, “AI-driven software will finally deliver on the promise of revolutionising the way people teach and learn. It will know your interests and your learning style so it can tailor content that will keep you engaged. It will measure your understanding, notice when you’re losing interest, and understand what kind of motivation you respond to. It will give immediate feedback.” Educators can use AI to analyse student behaviour, learning styles, and performance data to provide more effective and efficient instruction, leading to better learning outcomes. Digital learning leaders need to engage in professional learning and provide evidence of AI’s positive impact on both teaching and learning. By demonstrating the tangible benefits of AI-driven

Figure 2: Their dynamic wasn’t about solo efforts or being the hero—it was about partnership, continual learning, and mutual support. This image was generated using artificial intelligence. Any copyright subsisting in this work is owned by Pymble Ladies’ College

tools, educators can be encouraged to embrace this technology as a Pymble Ladies’ College

33

Talk to me, Goose! Reflecting on the role of the Digital Learning Leader in modern times Customised Training: Tailor training

“Understanding and navigating the world of AI in education is not a one-time task—it’s a journey of continuous exploration and adaptation.”

programs to meet the specific needs and skill levels of individual teachers.

Recognise that not all teachers have the same level of tech proficiency and adapt your support accordingly.

powerful ally in fostering student

a journey of continuous exploration

growth and engagement.

and adaptation. The field is ever-

Accessibility and Inclusivity:

evolving and integrating these

Emphasise the importance of

Transforming negative feedback

technologies into teaching requires

making technology and AI resources

which reveals teachers’ worries and

more than just a set-and-forget

accessible to all students, including

frustrations requires an optimistic and

strategy; it’s an ongoing dialogue, a

those with learning needs. Provide

clear-minded approach. Feedback

persistent back-and-forth, much like

training on how to use assistive

can include statements such as,

the communication between pilots

technology and ensure that digital

“They think we need to upskill” and

and their co-pilots. Collaboration

content is designed with accessibility

“Staff need to keep up with students”,

forms the core of our journey

in mind.

as well as the stronger perspective

together. I partner with teachers,

when faced with new AI information

drawing parallels with the reliable

Data Analysis: Assist teachers in

of feeling learning about AI “was

presence of a co-pilot, to weave

using data generated by technology

a waste of my time and I felt like

diverse learning strategies into their

and AI tools to track student progress

walking out.” Turning negative into

unique classroom environments.

and make data-driven instructional

positive experiences is an essential

This isn’t about leading or following

decisions. Teach them how to

step in fostering a collaborative

but working side by side, relying on

interpret and use this data effectively.

relationship between educators

each other’s expertise to navigate

and AI through the interface of the

the often-turbulent skies of digital

Privacy and Security: Educate

digital learning leader. By highlighting

education.

teachers about the importance of maintaining student privacy and data

instances where AI-driven tools have significantly improved teaching

DIGITAL LEARNING STRATEGIES

security when using technology

efficiency and student outcomes,

Resource Sharing: Curate and share

and AI. Provide guidelines and best

we can inspire more teachers to

educational technology tools and

practices for protecting student

embrace co-piloting with AI as a

resources that teachers can use in

information.

valuable educational journey worth

their classrooms. Offer guidance on

embarking upon.

how to choose the right tools for

Stay Current: Stay up to date

different purposes.

with the latest developments in educational technology and AI. Share

In the role of a digital learning leader, I find myself in a position similar to

Modelling: Demonstrate effective

this knowledge with teachers and

a supportive co-pilot, rather than

use of technology and AI in the

help them understand how these

the sole navigator, especially when

classroom by conducting model

advancements can benefit their

integrating AI into educational

lessons. Show how these tools can

classrooms.

initiatives. My experience reminds

enhance learning outcomes and

me daily of the relationship between

engage students.

resources and infrastructure

Maverick and Goose in Top Gun.

34

Advocacy: Advocate for necessary

Their dynamic wasn’t about solo

Collaboration Opportunities:

improvements to support technology

efforts or being the hero – it was

Encourage collaboration among

integration in schools.

about partnership, continual learning,

teachers by facilitating opportunities

and mutual support. This is the

for them to share their experiences

Parent and Community

approach I embody in my work

and best practices related to

Engagement: Help teachers

with educators. Understanding

technology integration. This could

communicate with parents

and navigating the world of AI in

be done through regular meetings or

and the community about the

education is not a one-time task – it’s

collaborative projects.

benefits of technology and AI in

Illuminate Research and Innovation | Edition 9 2024

education. Address any concerns or

replicate. This truth is beautifully

enhance efficiency, it must remain in

misconceptions they may have.

illustrated by a group of Year 6

its rightful role as a tool. Overreliance

students who recently visited a

on AI’s assistance, just like Maverick’s

Risk-Taking and Innovation: Create

residential aged-care home, using

dependence on Goose, can hinder

a culture that encourages teachers

technology – not just as gadgets

the development of essential skills

to experiment with technology and

– but as bridges fostering heartfelt

and curtail the creative potential of

AI in their teaching. Emphasise that

communication. Students spent

both educators and students. The

it’s okay to take risks and learn from

time alongside elders participating in

relationship between teacher and AI

failures.

discussions which involved speaking

co-pilot can be a harmonious one,

the language of those with hearing

with AI augmenting the teaching

The importance of humanity comes

challenges to reigniting a veteran’s

experience and offering valuable

sharply into focus in our interaction

memories by exploring Spitfire

support. Yet, like Maverick and

with technology, emphasising

planes. Their actions underscore

Goose, it’s the collaboration, trust,

that while AI and automation are

the irreplaceable power of human

and human touch that can truly

exceptional tools, they lack the

empathy and connection in a world

elevate our endeavours. By striking

innate empathy, deep connections,

increasingly navigated by technology.

this balance and harnessing the

and curiosity that define us. Our

In the dynamic landscape of

power of AI as a faithful co-pilot, we

real strength lies in our ability to

education, AI emerges as a vital

can soar to new heights in education

understand, share and value each

co-pilot to educators, mirroring

while preserving the irreplaceable

other’s experiences and stories,

the unwavering support between

qualities that make us exceptional

which gives a depth of interaction

Maverick and Goose. While AI can

educators and learners.

that technology alone cannot

accelerate educational processes and

References Gates, B. (2023). The Age of AI has begun. [online] gatesnotes.com.

Available at: https://www.gatesnotes.com/The-Age-of-AI-Has-Begun.

Gladwell, M. (Host). (2016 – present). I love you Waymo [Audio podcast]. Pushkin. https://www.pushkin.fm/podcasts/revisionisthistory/i-love-you-waymo

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