教育中的生成式人工智能：教育者与专家观点（英）

Generative

AI

ineducationEducator

and

expert

viewsJanuary

2024Authors:

The

Open

Innovation

Team

andDepartment

for

EducationList

of

figuresFigure1AdoptionofGenAIforeducationamongschoolteachers....................................9Figure2AdoptionofGenAItoolsamongonlinechildren.................................................11Figure3AdoptionofAItools(incl.ChatGPT)forschoolworkamongpupils,asreportedbypupilsandparents.......................................................................................................12Figure4GenAIapplicationsamongstthesubsetofschoolteachersandleadersusingit.........................................................................................................................................14Figure5ApplicationofAItools(incl.ChatGPT)amongthesubsetofsecondarystudents(years7to

13)whohaveusedit......................................................................................18Figure6ReasonsforschoolteachersandleadersnotusingGenAIintheirrole

............22Figure7Extenttowhichschoolleadershavealreadyorplantomakechanges

basedonGenAItools......................................................................................................................24Figure8LevelsofteacherandleaderconfidenceinadvisingpupilsaboutappropriateuseofAI...........................................................................................................................25Figure9Viewsofteachersontheimpactoftechnologyinschoolsonpupilattainment..282IntroductionOverthelastyear,interestinanduseofgenerativeartificialintelligence(GenAI)hasrapidlyincreased.GenAIusesfoundationmodels,includinglargelanguagemodels(LLMs),trainedonlargevolumesofdata.NotableGenAIfoundationmodelsareOpenAI’sGPT-3.5andGPT-4,whichunderpinthechatbotsChatGPTandBingChat.1Thesetoolscanbeusedtoproduceartificiallygeneratedcontentsuchastext,audio,code,imagesandvideos.OtherexamplesofGenAItoolsincludeGoogleBard,ClaudeandMidjourney.Thistechnologyisalsoincreasinglybeingintegratedwithinotherdigitaltools.AlthoughGenAIisnotnew,recentadvancesintheunderlyingtechnologyandgreateraccessibilitymeanthatthepubliccannowuseitmoreeasily.This

posesopportunitiesandchallengesfortheeducationsector.TheDigitalStrategyDivisionintheDepartmentforEducation(DfE)askedHMGovernment’sOpenInnovationTeam(OIT)toexploretheopportunitiesandrisksforGenAIineducation.Thisreportcontainsinsightsfrominterviewswithteachersandeducatorsat23educationalinstitutions,14interviewswithexpertsfromacademiaandtheeducationtechnology

(EdTech)industry,arangeofquantitativedatasources,andkeythemesfromacademicandgreyliterature.WehavealsodrawnontheDfE’sCall

for

Evidencesummary

of

responses

whererelevant.Thereportcovers:•

HowthesectorhasrespondedtoandadoptedGenAItechnology.•

ApplicationsandopportunitiesforGenAIineducation.•

ReportedimpactandbenefitsofGenAIuseineducation.•

BarrierstoadoptionandrisksthatGenAIpresentsforeducation.•

SupportthesectorwouldliketoreceivefromtheDfEandgovernment.Whenusedappropriately,technology(includingGenAI),hasthepotentialtoreduceworkloadacrosstheeducationsector,andfreeupteachers’time,allowingthemtofocusondeliveringexcellentteaching.

Wewanttocapitaliseontheopportunitiestechnology1

Atthetimeof

writingtherewerethreeversionsofChatGPTavailable:

1)ChatGPT-3.5,afreelyavailablechatbot;2)ChatGPTPlus,

whichusesGPT-4andwasmadepubliclyavailableinMarch2023viaa£16-permonthsubscription;and3)ChatGPTEnterprise,aimedatbusinesses,

whichlaunchedinAugust2023.3likeGenAIpresentsforeducationaswellasaddressingitsrisksandchallenges,includingitspotentialtotailoreducationalmaterials,andsupportstudentswithSEND.TheDepartmentpublished

a

position

on

GenAI

in

Education

on29March2023.Along-sidethisposition,theCall

for

Evidence

onGenAIinEducation,andtheGenAIHackathonsproject,we

areinvestingupto£2millioninOakNationalAcademytoimproveandexpandtheirAItoolsforteachers.Wehavealsoprovidedafurther£137milliontotheEducationEndowmentFoundationtoencourageinnovativeandeffectiveevidence-basedteaching,includingusingtechnologysuchascomputeradaptivelearningandAI.Technologyworksbestasatoolusedbygreatteachers,anditisimportanttotakeajoined-uppedagogicalapproach.Technology,includingGenAI,isnotacatchallsolutiontoeducationalchallengesandcouldneverreplacethevaluablerelationshipbetweenteachersandpupils.Similarly,skillslikehandwritingwillcontinuetobeimportantinchildren’sdevelopmentandschoolinginEngland.Buttechnologycansupportandaugmentbrilliantteachers’teaching.Itsuseintheclassroomshouldbeinformedbyevidenceandbestpractice,whichiswhytheDepartmentcontinuestobuildtheevidencebaseforthistechnology.Schools,collegesanduniversities,aswellasawardingorganisationsneedtoremainawareoftherisksofnewtechnologiesandcontinuetotakereasonablestepstomitigatethemandpreventmalpractice.Mitigationsforpotentialmalpracticealreadyexistwithinthesystem,includingin-personexamswherepupilsdon’thaveaccesstotheinternetandthereforecannotuseAI.Inaddition,itisstandardpracticethatexamsarehandwritten.TheJointCouncilforQualificationspublished

guidance

inMarch2023whichremindsteachersandassessorsofbestpracticeinpreventingandidentifyingpotentialmalpracticeinnon-examinedassessment,applyingitinthecontextofAIuse.Ofqualspeakregularlywithexamboardsaboutrisks,includingmalpracticerisks.Key

findingsTeachersandexpertsacknowledgethatGenAIcouldhaveatransformativeimpactoneducation.Fromhelpingteacherssavetimebyautomatingtasks,toimprovingteachingeffectivenessbypersonalisinglearningforstudents,thereissignificantpotentialforGenAItobenefitthesector.Atthesametime,thereisconsiderableconcernabouttherisksitpresents,aswellasscepticismaboutwhetherthesecanbemitigated.UseofGenAIamongteachersandstudentshasrapidly

increasedoverthelastyear.ByNovember2023,42%ofprimaryandsecondaryteachershadusedGenAIintheirrole(anincreasefrom17%inApril).PupilsandstudentsmaybeusingGenAImorethantheirteachers.74%percentofonline16-24yearoldsintheUKhaveusedaGenAItool.4EvidenceonGenAIuseinaneducationalcontextshowsfiguresrangingfrom14%to67%ofstudentshavingusedGenAIforschoolworkandstudies.Educatorsarealready

realisingthebenefitsofusingGenAI,namelyinhelpingthemsavetimebycreatinglessonresources,planlessonsandstreamlineadministrativeprocesses.Reportedbenefitsforstudentsincludeincreasedengagementandbettersupportforstudentswithspecialeducationalneedsanddisabilities(SEND)bypersonalisinglearningmaterials.ThereiswidespreadrecognitionoftherisksGenAIpresentsforeducation.ThereisconsiderableconcernaroundGenAI-enabledacademicmalpractice,studentover-relianceonGenAI,aswellasethical,safetyanddataprivacyrisksofuse.ThepotentialforGenAItowideneducationalinequalitieswasraised.ThereisalsoconcernthatthebenefitsofGenAIforeducationwillneverbefullyrealisedduetobarrierstoadoption.LackofknowledgeabouthowtouseGenAI,andpoordigitalskillsandinfrastructurearelimitingfurtheruseamongteachers.Negativemediacoverageaffectssometeachers’perceptionsofGenAI,aswellasraisesconcernaboutthethreatofAItoteacherjobsecurity.ThereisappetiteforgovernmentsupporttoensureGenAIadoptionineducationissafe,effective,andalignswithgoodpedagogy.ThereislittlerobustevidenceontheimpactofGenAIineducation,withexpertsemphasisingtheneedtobuildanimpartialevidencebasetobetterunderstandtheimpactofGenAItoolsoneducation.Suggestionsfortheroleofgovernmentincludedsharingguidanceandbestpracticeandensuringstudentdataprotectionandprivacy.AsthesectoradaptstoGenAI,expertsandeducatorsalsohighlighttheneedforalonger-termstrategyforartificialintelligence(AI)ineducationthatisfuture-proofedtokeeppacewiththeevolvingnatureofthistechnology.5MethodologyThisreportdrawsonprimaryqualitativeandquantitativeresearchas

wellaspublishedinformationfromarangeofgovernment,academicandprivatesectororganisations.Themethodologiesunderpinningthefindings

arevaried,includingweightedrepresentativeonlinepanels,non-representativesamples,andannualsnapshotsurveys.Whilesourceshavebeenselectedtoprovidethemostup-to-dateassessmentavailable,thereareclearlimitationsinwhatcanbeconcluded.GenAIisanemergingtechnologywhichisrapidlyevolvinganditsuseineducationischanging.This

meansthatsomefiguresandfindingspresentedinthisreportmaybecomeoutofdatequickly.Itisalsoimportanttonotethatsomeofthefindings,particularlythosedrawnfromqualitativeresearch,areonlyrepresentativeofthosewhoparticipatedandcannotbetakentorepresenttheviewsofallindividuals,professionalsandorganisations.Qualitative

fieldworkInterviewswithexpertsandteacherswereconductedfromMaytoSeptember2023.TheOITheardfrom14academicexpertsandEdTechdevelopersoverMayandJune2023.•

Prof.

Rose

Luckin,UniversityCollegeLondon•

Prof.

Steve

Watson,UniversityofCambridge•

Prof.

Mike

Sharples,TheOpenUniversity•

Prof.

Rebecca

Eynon,UniversityofOxford•

Dr.

Jun

Liu,UniversityofUlster•

Prof.

Don

Passey,UniversityofLancaster•

Dr.

Andrew

Rogoyski,UniversityofSurrey•

Prof.

Steve

Higgins,DurhamUniversity•

Prof.

Tim

Fawns,MonashUniversity•

Michael

Webb

andSue

Attewell,Jisc•

Dr.

Alina

von

Davier,UniversityofOxfordandDuolingo(EdTechindustry)•

Dr.

Rajeshwari

Iyer,sAIaptic(EdTechindustry)•

Yvonne

Soh,NoodleFactory(EdTechindustry)6Educatorsworkingin

23educationalsettingsacrossEnglandwereinterviewedoverAugustandSeptember2023.SomeparticipantswererecruitedfromtheDfE’sCallforEvidence.Thisincluded:•

Twoeducatorsfromearlyyears.•

Nineeducatorsfromprimaryschools.•

Eighteducatorsfromsecondaryschools.•

Foureducatorsfromfurthereducation(FE)institutions.•

Threeeducatorsfromhighereducation(HE)institutions.•

TwoeducatorsfromspecialschoolsandSENDprovision.Pleasenotethatsomeeducatorsrepresentedmultiplestages(seeAnnexBforthefulllistofeducatorsinterviewed).Quantitative

sourcesKeysourcesofdatainthisreportinclude:•

DfE–School

and

Colleges

Panel

–

April

2023

wave•

DfE–Parent,

Pupil

and

Learner

Panel

–

April/May

2023

wave•

DfE–Impact

of

AI

on

UK

jobs

and

training

–

November

2023•

Ofcom–Online

Nation

2023

report

–

November

2023•

OrielSquare–Education

Intelligence

–

AI

in

education

edition•

Deloitte–Digital

Consumer

Trends

–

August

2023Additionalexternalquantitativesourceswerealsoreviewed.7Detailed

findingsResponse

and

adoptionThe

education

sector

is

acknowledging

the

need

to

adapt

to

GenAI

technology.AdvancesinAIarelikelytohaveaprofoundandwidespreadeffectontheUKeconomyandsociety.2

EducationisoneofthetopsectorsexpectedtobeimpactedbyAIandGenAI,alongsideindustrieslikebanking,researchshows.3

4

Inadditiontoaugmentingeducatorjobsandtasks,GenAIcouldalsofundamentallyalterhowandwhatpeoplelearnbychanginghowinformationissynthesisedandpresented.Thesectorisrespondingtowidespreadaccesstothistechnology.Initiallysomeeducationalinstitutionsprohibiteduseduetoplagiarismconcerns.However,acknowledgmentthatthistechnologyisheretostayisdrivingamoreadaptivestance.GuidancehasbeenprovidedbytheJointCouncilforQualifications(JCQ)forprotectingtheintegrityofqualifications,andRussellGroupuniversitieshaveagreedprinciplesforAIuse.5

6

UNESCOhaspublishedglobalguidanceonGenAIuseineducation,includingproposingframeworksforregulation.7ExpertsandeducatorsacknowledgeGenAI’spotentialtobenefiteducation,suchasbyactingasatooltosupportteacherswiththeirworkloadandenableself-directedandpersonalisedlearningforstudents.ThereisalsoastrongsenseGenAIcouldprofoundlydisruptthesector,includingbychangingwhatstudentsneedtolearntopreparethemtoenteranAI-enabledworkforce.8However,thereisuncertainty,concern,andscepticism.ThereisahistoricalpatternofhypethatEdTechwillimprovetraditionaleducation.9

Yetdecadesofresearchshowsthattheuseoftechnologyinschoolingresultsinmixedandunevenoutcomes,andthiswasbroughtsharplyintofocusduringtheCOVID-19pandemic.10

ArecentDfEsurveyshowsthatteachersaredividedintheirviewsaboutwhethertechnologyusedinschoolshasa2

DepartmentforEducation(2023).“The

impact

of

AI

on

UK

jobs

and

training”.3

/featured-insights/mckinsey-explainers/whats-the-future-of-generative-ai-an-early-view-in-15-charts4

DepartmentforEducation(2023).“The

impact

of

AI

on

UK

jobs

and

training”.5

JointCouncilforQualifications(2023).“AI

Use

in

Assessments:

Protecting

the

Integrity

of

Qualifications”.6

RussellGroup(2023).“Russell

Group

principles

on

the

use

of

generative

AI

tools

in

education”.7

UNESCO(2023).“Guidance

for

generative

AI

in

education

and

research”.8

/commentisfree/2023/jul/14/ai-artificial-intelligence-disrupt-education-creativity-critical-thinking9

UNESCO(2021).“Digital

technology

and

the

futures

of

education

–

towards

‘non-stupid’

optimism”.10

UNESCO(2023).“An

ed-tech

tragedy?

Educational

technology

and

school

closures

in

the

time

ofCOVID-19”.8positiveornegativecontributiontopupilattainment.11

GenAIalsointroducesmanynewrisksthatneedtobemanaged.12There’sbeenalotofpanicandanxiety,butalsosomeexcitement,andtherealisationthisisn'tgoingtogoaway.Itwillfundamentallychangeeducation.–Rose

Luckin,

University

College

LondonAdoption

of

GenAI

among

teachers

has

rapidly

increased,

with

two

in

five

teachersnow

having

used

GenAI

in

their

role.AccordingtoasurveyfromTeacherTappinNovember,42%ofprimaryandsecondaryteachershavenowusedGenAItohelpthemwithschoolwork(seeFigure1).13

Thishasincreasedfrom35%inAugustand17%inApril.14

15

Incomparisontothewiderpublic,aroundaquarteroftheUKconsumers(aged16-75)hadusedaGenAItoolin

June2023.16Figure

1

Adoption

of

GenAI

for

education

among

school

teachersNovemberAugust29%28%Yes,outsideofwork42%44%Yes,tohelpwithschoolworkYes,inalesson35%7%6%IhavenotusedAI50%1%2%Idon'tknowwhatAIisSource:TeacherTapp.Primaryandsecondaryteachers.QuestionaskedinAugust

(n=9,138)andinNovember(n=9,275).Resultsweightedtoreflectnationalteacherandschooldemographics.

Respondentscouldselect

multiple“yes”options.11

DepartmentforEducation(2023).“Technology

in

schools

survey

2022

to

2023”.12

GovernmentOfficeforScience(2023).“Future

Risks

of

Frontier

AI”.13

https://teachertapp.co.uk/articles/how-to-improve-behaviour-wellbeing-and-how-youre-using-ai-in-schools/14

https://schoolsweek.co.uk/chatgpt-one-in-three-teachers-use-ai-to-help-with-school-work/15

OrielSquare(2023).“Education

Intelligence

report”.16

Deloitte(2023).“Digital

Consumer

Trends

2023”.9Educatorsinterviewedreportedusingarangeofnon-specialisedGenAItools,includingChatGPT,GoogleBard,Bing,DALL-E,Midjourney,Canva,andMicrosoftDesigner.SomewerealsousingeducationspecificGenAItools,suchasTeachMateAI,AskArborandMemrise.Therewassignificantvariationin

thefrequencyofuseamongtheeducatorsinterviewed.SomereportedusingGenAItoolsdaily,andthatusewaswidespreadamongcolleagues.OthershadonlyusedGenAIafewtimesandwerenotawareofcolleaguesusingit.Educators

who

are

men,

younger

and

those

in

secondary

schools

are

more

likelyto

be

using

GenAI.DfE’ssurveyofschoolandcollegeteachers(conductedinApril2023)showedthatthosewhoweremorelikelytohaveusedGenAIwere:•

Workinginsecondaryschools:14%ofsecondaryschoolteacherscomparedto9%inprimaryschools.23%ofcollegeeducatorshadusedGenAI.•

Male:18%ofteacherswhoaremencomparedto9%ofteacherswhoarewomen.•

Younger:15%ofteachersaged18-34hadusedGenAIcomparedto9%ofthoseaged45-54.17IndependentschoolteachersweremorelikelytouseGenAIintheirrolescomparedtothoseinstateschoolsandtoreportthattheyhadreceivedinformationaboutusingAItechnologiesinschool,otherresearchshows.18

17%ofteachersinindependentschoolshadusedGenAItohelpwiththeirworkcomparedto9%ofteachersatstateschools.ThisalignswithtrendsinawarenessofGenAIamongtheUKpublic:•

Men:60%ofmenhadheardofGenAIcomparedto46%ofwomen.•

Youngpeople:73%ofunder35shadheardofGenAIcomparedto27%of65-75s.19Pupils

and

students

may

be

using

GenAI

more

than

educators.Ofcomreportsthat74%percentofonline16–24-year-oldsintheUKhaveusedaGenAItool.20

Amongyoungerchildrenuseissimilarlyhigh,with79%ofonlineteenagers(aged13-17)and40%ofonline7–12-year-oldsreportingthattheyhadusedChatGPT,SnapchatMyAI,MidjourneyorDALL-E(seeFigure2).ThemostcommonlyusedGenAItoolamongchildrenisSnapchatMyAI.17

DepartmentforEducation(2023).“School

and

College

Panel

–

April

2023.

Research

Report”.18

OrielSquare(2023).“Education

Intelligence

report”.19

Deloitte(2023).“Digital

Consumer

Trends

2023”.20

Ofcom(2023).“Online

Nation

2023

Report”.10Figure

2

Adoption

of

GenAI

tools

among

online

childrenAge13-17

Age7-12UsedanyoftheseAItools79%72%40%SnapchatMyAIChatGPT30%29%19%7%6%DALL-E5%7%MidjourneySource:CHILDWISEsummeromnibus2023.Servicesusedinthepastsixmonths:FieldworkconductedJune-July2023.AsreportedinOfcomOnlineNation

–2023Report.WhenitcomestousingGenAIforschoolworkspecifically,educatorsinterviewedreportedstudentscommonlyusingChatGPT,Bard,Midjourney,andCanvatosupporttheirstudiesorinlessons.OnereportedastudentusingSnapchat

MyAItoaskquestionsabouttheirhomework.DfE’ssurveyofsecondaryschoolpupilsshowed14%usingAItoolsforschoolwork(seeFigure3).However,othersurveysshowfiguresof67%ofsecondaryschoolpupilsusingGenAItoolsforschoolworkandaroundhalfofHEstudentsusingChatGPTtosupporttheirstudies.21

22UnderstandingthetruefigureofGenAIuseamongstudentsforschoolworkandstudies,includingusethatmayconstituteacademicmalpractice,ischallengingtodetermineduetousebeinghardtodetectandnotalwaysreportedbythoseusingit.However,instancesofacademicmalpracticeduetoAIwereanecdotallyreportedbytheexpertsandeducatorsinterviewed,aswellasinDfE’sCallforEvidenceSummaryofResponses.23StudentsaremorefamiliarwithGenAIthanstaff.StaffknowthatChatGPTexists,butalmostallofouryear10shaveexploredhow21

/news/2023/artificial-intelligence-in-education22

/company/news/survey-finds-uk-students-using-ai-to-support-studies/23

DepartmentforEducation(2023).GenerativeAIineducation

–“Call

for

Evidence:

summary

ofresponses”.11ChatGPTandotherGenAIcanbeusedethically.–Pete

Dring,Fulford

SchoolParentslackclarityontheirchildren’suseofAItools.DfE’ssurveyofparentsofsecondaryschoolpupilsshowedthat37%wereunsurewhethertheirchildusedAIforschoolwork(seeFigure3).Figure

3

Adoption

of

AI

tools

(incl.

ChatGPT)

for

schoolwork

among

pupils,

asreported

by

pupils

and

parentsYes14%NoDon'tknow73%Pupils(years7-13)12%Parents(secondary)10%54%37%Source:DfEParent,PupilandLearnerPanel(April/May2023).Pupilsinyears7to13(n=3,238),secondaryparents(n=1,738).Some

institutions

are

actively

managing

how

educators

and

pupils

use

andexperiment

with

GenAI.Someeducatorsreportedthattheirinstitutionhadbannedteacherand/orpupiluseofGenAI.Thiswasprimarilyenforcedthroughserverrestrictionsorpolicies.However,educatorsandexpertsinterviewedgenerallyviewedoutrightbansasshortsighted,duetothesensethatthistechnologyiswidelyaccessibleandwillbeincreasinglyintegratedintoexistingtoolsandplatformsusedineducation(e.g.MicrosoftCopilot).Otherinstitutionsweremanagingadoptionat

theirinstitutionsbyconductingtoolriskassessments,allowingasmallgroupofteacherstoexperimentwith“approved”GenAItools,orpilotingtools.OthereducatorsreportedtheirinstitutionshadminimaloversightofhowtheywereusingGenAItools,andfelttheyhadautonomytoexperiment.Oneeducationalinstitutioninterviewed,BoltonCollege,

isexperimentingwithintegratingGenAItechnologyintothecollege’sexistingdigitaltools.ThecollegehasintegratedGenAIintoastudentsupportchatbottoenhanceitsperformance,andisapplyingGenAItoitsinternalassessmentplatform,FirstPass.2424

https://www.fenews.co.uk/fe-voices/whats-next-for-bolton-colleges-ada-service/12Early

adopter

institutions

rely

on

GenAI

advocates

to

drive

use,

and

tend

to

bemore

digitally

mature.EducatorswhowereusingGenAIreportedanumberoffactorsthattheyconsideredtosupporttheirGenAIuseandencouragewideradoptionattheirinstitution.Champions:

EducatorsusingGenAIreportedhavingapersonalinterestinitandtrainedthemselvesonhowtouseit,includingintheirsparetime.Socialmediaplatforms,includingLinkedInandInstagram,werecitedasusefulsourcesofinformationandtips.TheseGenAIeducator“champions”advocateforGenAIuseandsupportwiderknowledgeandskillssharingattheirinstitutions.Digital

maturity

of

the

institution:

InstitutionswithhighlevelsofGenAIuseoftenhadstrongITinfrastructure,resourcededicatedtoITtrainingandsupport,andwidespreaduseofEdTech.InstitutionsalsohadprocessesinplacetoreviewandapproveGenAItools(e.g.conductriskassessments)inlinewithotherEdTechtoolsanddigitalinfrastructure.Someinstitutions,suchasmulti-academytrusts(MATs),managedtoolapprovalcentrally.Collaboration

with

educators:Earlyadoptereducatorsreportedcollaboratingwithcolleaguestoshareknowledge,includingrunningtrainingsessionsforeachotherorinformallydiscussingideasforGenAIuse.KnowledgesharingacrosssomeMATnetworkshelpedfacilitateadoption.Senior

support:

EducatorsusingGenAIoftendescribedtheirinstitutionalcultureasbeinginnovativeandsupportiveofuseofnewtechnologies.SomereportedseniorleadershipwhoactivelyendorsedGenAIorgaveothersautonomytoexperiment.Application

and

impactApplication

of

GenAI

among

teachersThe

most

common

application

of

GenAI

among

school

and

college

teachers

iscreating

educational

resources.EducatorsarecommonlyusingGenAIinrelativelylow-riskways,suchascreatingcontentforlessonsandforadministrativesupportive(e.g.writinglettersandemailstoparents,developingmarketingresources)(seeFigure4).FewereducatorswereexperimentingwithusingGenAIformarkingandassessment.OveroneintenwereusingGenAItosupportlearnerswithSEND.13Figure

4

GenAI

applications

amongst

the

subset

of

school

teachers

and

leadersusing

itCreatinglessons/curriculumresourcesPlanninglessons/curriculumcontent62%42%Communicatingandengagingwithparents/carersDeliveringlessons(e.g.usingAItoolsduringliveteachinginclass)Formativeassessments(e.g.givingfeedbackormarking)17%16%13%13%13%12%11%DraftingpolicydocumentsSupportingpupilswithSENDCollaboratingandsharingresourceswithotherteachersSummativeassessmentInteachertrainingOther5%5%1%Don'tknowSource:DfESchoolandCollegesPanel(April2023).LeadersandteachersusingGenAIintheirrole(n=280).Otherapplicationsreportedbyeducatorsincluded:•

Researchandwritingaid:UsingGenAItoolstosupportresearchtasks,includingresearchingatopicorconceptandsummarisingarticles,booksandvideos.GenAItoolswerealsousedtotranscribeortranslatecontent,aswellas

proofreadandeditwrittencontent.•

GenAIskillsandAIliteracy:EducatorsusedGenAItoolstodelivertrainingtootherstaffandpupilsonwhatGenAIisandhowtouseGenAItools,aswellasraisingawarenessoftherisksandlimitationsoftools.Aspartofthis,GenAItoolswereusedtogivedemonstrations.14•

Continuedprofessionaldevelopment(CPD):SomeeducatorsreportedusingGenAItosupporttheirCPD,includingsummarisingarticlesorusingGenAItoolsasvirtualtutortoupskillthemontopicsthattheyfeltlessconfidentteachingtostudents.MyareaforCPDhasalwaysbeenreligiousstudies.MyknowledgeisnotgreatsoIthought,canIhelpmyselfbyallowingChatGPTtoteachme?Icopyandpastedin[toChatGPT]theunitthatIneededtobeteaching,whattheoutcomesshouldlooklike,anditcreatedasequenceofsessionsthatwouldhelpme,withexplanationsofwhatthetechnicalvocabularywas.Itwasreally,reallygood.–AnthonyBandy,

King

Edwin

Primary

and

Nursery

SchoolDfE’sresearchshowsdifferences