What is Artificial Intelligence and GenerativeAI?
Artificial Intelligence (AI) is an advanced computer technology that can do tasks typically requiring human intelligence. These tasks include understanding spoken language, learning from experiences, and solving complex problems.
Generative Artificial Intelligence (GenAI) is AI that can create content by taking instructions from users, usually in the form of short written prompts and a back-and-forth chat.
Why WCDSB will not currently be banning or blocking GenAI tools or websites
In the rapidly evolving landscape of technology, outright banning GenAI in K-12 education may hinder the development of crucial digital literacy and critical thinking skills in students that employers will be looking for in the coming workforce (McKinsey & Company). While there are valid concerns and ethical considerations surrounding GenAI, many experts argue for responsible development and use of GenAI rather than complete avoidance or blocking as this may be counterproductive (Yoder, 2023).
Yoder, Maureen. (2023, February 15). ChatGPT: Ban it? No! Embrace it? Yes! [Blog post]. ISTE. https://iste.org/blog/chatgpt-ban-it-no-embrace-it-yes1.
Ethical Considerations
In formulating our guidelines for GenAI, it is crucial to anchor our ethical considerations in our existing Catholic teachings. We acknowledge that certain situations will inherently be inappropriate, and in these instances, we do not require AI guidance to discern this. Conversely, there will be scenarios perfectly aligned with our Catholic teachings, promoting spiritual development and societal functioning. These can be thought of as ‘red and green light situations,’ where the former represents clear ethical breaches, and the latter, instances wholly compatible with our values.
Before using GenAI tools, users must carefully consider, understand, and adjust their use to protect both the privacy of themselves and others, as well as ensure ethical and legal use. GenAI tools can present inaccurate results that may be biased and pulled from intellectual property without your knowledge.
GenAI can produce misinformation and hallucinations. The large sets of data used by GenAI tools have made it easier to create content that is often indistinguishable from that produced by humans. Because these models are calibrated to create original content, inaccurate outputs are possible.
Safety, Security, and Privacy Considerations
Before individuals engage in using GenAI tools, safety, security, and privacy need to be at the forefront. Some tools may not meet the safety and privacy standards outlined by governance, oversight, or third parties who assist with compliance reviews (e.g., VASP (Vetting Apps for Security and Privacy)), or WCDSB’s existing policies. This encompasses terms of use, data collection, consent, and use and sharing of information that has been inputted into the tool. Privacy rights are engaged when we are dealing with personal information. Personal information is defined as anything that can identify a specific individual, e.g., name, student number, or even in some cases an IP address. Depending on the tool, the information that has been submitted can be used to further train it and be shared with other users. This can result in privacy breaches, misuse, and misinformation (CyberArk Centre of Excellence, 2023).
CyberArk Centre of Excellence improving security with gen AI. (2023, September 07). Cyber Magazine. https://cybermagazine.com/articles/cyberark-ai-centre-of-excellence
Pedagogical and Instructional Considerations
When educators use the Deep Learning framework to program and plan, GenAI is a partner to help create “the kind of education young people need for the rest of the 21st century.” (Fullan, pg. 47). When students are engaged in Deep Learning that addresses real-world problems (ex. Sustainable Development Goals), seeks creative and innovative solutions, and engages in a feedback loop with learning partners, students are engaged and have a voice that translates to powerful collaborative learning experiences. GenAI cannot compete with this as when “using technology alone, we tend to make the same set of predictable mistakes that impeded progress and reinforced inequality” (Broussard 7). Deep Learning builds the skills students require to grow into the essential role of change makers that will have a significant impact on our communities (Fullan, 49).
Considering our WCDSB Deep Learning “Pedagogical Practice” framework, GenAI can be a partner in supporting the pedagogy that is already well established in our classrooms and schools. Incorporating GenAI into educator pedagogical practices necessitates a deliberate emphasis on fostering agency and addressing equity within the learning environment. Educators should leverage GenAI as a dynamic tool, much like an essential instrument in a craftsman’s toolkit, to enhance and diversify teaching methodologies. When educators intentionally consider leveraging GenAI in their learning design, it underscores GenAI’s role in supporting educators to deliver personalized, engaging, and inclusive learning experiences.
Fullan, M., & Quinn, J. (2023). The Drivers. Corwin.
Assessment and Evaluation
GenAI has the ability to free teachers up to focus on the human aspects of assessment and evaluation and give the kind of feedback that only a human can give (Spencer, pg. 147). “The primary purpose of assessment and evaluation is to improve student learning. To ensure that evaluation and reporting are based on valid and reliable data, all schools will use assessment and evaluation practices that are fair, transparent, and equitable for all students” (APC050).
