(PBIS Rewards, n.d)
The importance in developing students’ digital literacy (DL) has never been more significant than now. The rise of artificial intelligence (AI) is critical as this generation of students grow and feel it is part of the norm. In many ways it is, however, understanding how to use the information safely and responsibly adds more pressure on educators to instil this into students’ minds (Elgersma, 2024). Obviously, there are clear advantages to using generative artificial intelligence (GAI), however, there are the pitfalls when addressing such innovative tools.
I never really understood GAI before doing this unit. I totally went out of my comfort zone to develop a website for teachers about GAI, and then to add the artefact to this I thought was insane! It was a new world for me which forced a lot of research, reading and generally playing around with GAI tools to see what they can do. I decided to focus on ChatGPT having heard so much about it and also reading the article Navigating Generative AI: The teacher Librarian’s role in cultivating ethical and critical practices by Oddone et al., (2023).
GAI is rapidly evolving and the importance of teaching students about these tools and ethics is essential, so they have the skills and knowledge to combat new avenues safely. Although, many schools in Canberra do not have access to GAI tools in the school environment due to the lack of policies and guidelines to establish responsible use, does not mean students cannot access these tools from home, therefore teaching them how to use technologies appropriately is paramount. Teacher librarians (TL) are pivotal within the information and DL landscaping fostering students critical thinking, problem solving and their integrity and ethical behaviours when using digital technologies. Furthermore, they assist, consult and support teachers in understanding more about GAI, leading the role to enhance fundamental skills needed for teachers to assist their students (Oddone, et al., 2023). Additionally, TLs can offer professional learning for educators as technologies evolve and together assist students in locating, evaluating, organising, and using information critically and ethically.
Thinking about my own context I decided I would try my hand at the CATWOE analysis on using GAI in the classrooms in the future (as we cannot use AI at the moment):
Customer: Primary students.
Actors: TL and other teachers.
Transformation process: GAI will direct students into critical higher order thinking with the opportunity to experiment with creativity as well as enhancing their skills in decision-making, problem solving and analysing information.
Worldview: Teaching students and teachers how to navigate AI technologies to assist and enhance their learning and teaching in digital literacy, highlighting the benefits of GAI usage and underlining the responsible and ethical use of these tools.
Owner: The owner would be the Department of Education with the ACT Directorate implementing policies and procedures as well as guidelines into the usage of GAI tools in the education context. As mentioned, prior government schools in Canberra cannot use GAI tools, however, it is important to be prepared and informed for when their integration into the school system occurs.
Environment: The impact of concerns in privacy, parental consent, compliance of school and departmental regulations and executive staff hesitation in its usage are some areas to think about and overcome as GAI becomes available in government school communities.
Overall, I am fascinated how GAI will work in schools and be implemented into lessons. Alongside the benefits of using such tools in the classroom and the TLs role in instigating and guiding teachers and students into the ethical and responsible use of technology, there are numerous challenges that face schools. However, confidence, collaboration, and the willingness to learn and evolve as technology evolves will enhance teaching and learning. TLs will play a vital role in the meaningful contributions in their schools, leading the school environment towards curriculum decision-making and implementing usage of AI tools in the classroom.
References
Elgersma, C. (2024). Here’s what educators can do as artificial intelligence evolves. https://www.commonsense.org/education/articles/chatgpt-and-beyond-how-to-handle-ai-in-schools
Oddone, K., Garrison K., & Gagen-Spriggs, K. (2023). Navigating Generative AI: The teacher librarian’s role in cultivating ethical and critical practices. Journal of the Australian Library and Information Association.https://doi.org/10.1080/24750158.2023.2289093
PBIS Rewards. (n.d). Teaching digital citizenship [Image]. https://www.pbisrewards.com/blog/teaching-digital-citizenship/