Educators express concern over the prevalence of AI tools utilisation among students
Over the last two decades, there has been a shift in the resources that children use for their school assignments. Deirdre O’Toole, a member of INTO from Navan, recalls a time when students would primarily rely on encyclopedias for their project work. However, with the advent of sources such as Wikipedia, students have begun copying content verbatim. Additionally, the emergence of AI systems like ChatGPT has further encouraged this trend. She notes children using Google Translate for their Irish assignments, a fact which becomes apparent rather quickly. Despite advising the students and their parents about the drawbacks of these approaches, not everyone seems to heed the advice.
Secondary school teacher Leon Darby from ASTI Clondalkin, Dublin, highlights that these tools aren’t purely negative. As an English teacher, he has found them useful for planning and creating diverse resources for different students, including those learning English as an additional language. Nevertheless, he cautions against using these tools indiscriminately, urging students to review the output from systems like ChatGPT before using it. He warns that students relying on copy-pasting without understanding the material will struggle when exams approach.
Lastly, INTO president Dorothy McGinley notes children’s ubiquitous use of AI, even in primary schools. Although AI use is more prevalent at secondary school level, younger children aren’t immune to their allure. These recent developments, she observes, represent a significant evolution in student behaviour.
Teachers must, and indeed are willing to, adopt artificial intelligence (AI) in their teaching methods. However, ongoing professional enhancement and training are crucial in this process. As a collective body, teachers are open to change, provided that appropriate training is delivered. Proper support mechanisms are also vital to ensure that AI can truly assist children in their learning journey.
Siobhán O’Carroll, an Association of Secondary Teachers Ireland (ASTI) delegate from southwestern Dublin, utilises AI in her English lessons. She leverages it to create questions on specific topics as a form of assistance and sources inspiration from it. For instance, she requested the ChatGPT to devise 10-question tests on the first act, third scene of Hamlet in the previous year. Siobhán suggests that while AI can be beneficial, teachers must review and supervise its use. One potential disadvantage, she notes, is that students might utilise language and words that are beyond their understanding. However, whether this is beneficial or not is subjective, as it could also be seen as an opportunity for students to broaden their vocabulary.
TUI delegate Violeta Morari, from Cork’s Munster Technological University, considers AI as a double-edged sword – a prospect and a risk. She notes that it will significantly reshape teaching and assessment methodologies. The key challenge lies in instructing the forthcoming generation on ethical AI usage and ensuring that their qualifications hold substantial value. Violeta observes that ample resources and well-thought-out policies are necessary, particularly at higher education levels. It is imperatively complex to devise future student assessment procedures given the dwindling relevance of traditional methods, such as long-form essays.
Meanwhile, Ursula O’Connor from Milford’s Mulroy College sees AI as a valuable teaching tool. Many teachers already incorporate AI in their classroom preparations, helping them customise learning materials for students with diverse learning capacities, making teaching more efficient. However, with AI’s rapid growth and the changing landscape in Ireland, there is a pressing need for clear guidelines.
“It’s not that I perceive this as a danger. I believe that the human intervention in educating could never be substituted. Seeing learners from ages 12 to 18, understanding their history and their aspirations, is irreplaceable. An algorithm can’t offer what personal interaction can.”