The reality check I would add is that “AI in classrooms” is not one decision. It changes depending on what students are meant to practice. Sometimes the right use is efficiency; sometimes it is visible thinking; sometimes it should stay out of the first attempt entirely. The policy has to protect the practice, not just regulate the tool.
I need to have another deeper read of it but I couldn’t help but notice all of the ways it recommended to use a chatbot to make students elaborate etc can be already really efficiently completed by a teacher with mini white boards without the added risk of device distraction.
The reality check I would add is that “AI in classrooms” is not one decision. It changes depending on what students are meant to practice. Sometimes the right use is efficiency; sometimes it is visible thinking; sometimes it should stay out of the first attempt entirely. The policy has to protect the practice, not just regulate the tool.
Did you see that LaTrobe put out a paper this week too?
https://opal.latrobe.edu.au/articles/educational_resource/The_Science_of_Learning_and_Generative_AI_A_Guide_for_Secondary_Teachers/32775462?file=66678599
I need to have another deeper read of it but I couldn’t help but notice all of the ways it recommended to use a chatbot to make students elaborate etc can be already really efficiently completed by a teacher with mini white boards without the added risk of device distraction.
I had not seen that, thank you for sharing.