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REVIEW
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Annually or following changes in guidance from the Ministry of Education |
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POLICY REVIEWED
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May 2024 |
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REVIEW DUE
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May 2025 |
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APPROVED BY THE SCHOOL BOARD
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25/8/24 |
Contents
1: Purpose
2: Applicability and Scope
3: Roles and Responsibilities for responsible use
4: Accessibility, Inclusivity and Personalised Learning
5: Evaluation and Quality Assurance
6: Continuous Learning and Policy Improvement
7: Authorised Generative AI Tools
8: Appendix
Purpose:
This policy aims to provide a robust framework for the ethical and efficient use of generative AI technologies. Its principle intent is to empower both educators and learners by integrating AI into the teaching and learning processes whilst emphasising responsible and safe use, inclusivity, and the maintenance of high ethical standards. We understand that generative AI holds incredible potential for enhancing pedagogical methods, customising learning experiences, aiding administrative efficiency and driving educational innovation. Harnessing this technology effectively necessitates a comprehensive set of guidelines to uphold our shared values and ensure the successful incorporation of AI into our school community.
To ban the use of AI and solely rely on using AI detection software as a method of identifying wrongdoing would be both folly and shortsighted. Over Reliance on AI detection would lead to an AI “Arms race” between Generative AI and AI detection software. The result of which would only benefit the producers of AI and not the school community. Therefore, we as a school understand that it is essential that all members of the school community understand what is and is not allowed in terms of AI use as opposed to outright banning its use across the school. This is the intended purpose of this policy.
Applicability and Scope
This policy applies to all staff, pupils, and visitors who utilise generative AI resources both on and off the premises. It covers all forms of AI technology that support learning, teaching, assessment, pupil wellbeing and administrative processes. Users should adhere to this policy whenever they engage with AI tools.
In the next sections, we will detail roles and responsibilities, ethical standards, data privacy and security, and steps ensuring accessibility and inclusivity aligned with our guiding statements. Each of these essential elements will help reinforce our collective understanding of a technology that promises to nurture an innovative, engaging and inclusive learning environment.
Roles and Responsibilities for responsible use
Senior Management Team
The Senior Management Team holds the ultimate responsibility for the implementation and oversight of this policy. The body ensures that the school’s use of generative AI aligns with its educational objectives, and ethical standards.The Senior Management Team is also responsible for promoting an organisational culture that values responsible AI usage, maintaining a balance between innovation and ethical considerations. They will work collaboratively with teachers, pupils, and experts, ensuring that all AI processes adhere to the laid down policy. The team will also be responsible for addressing any concerns related to the use of generative AI brought to their attention by any member of the school community.
Teaching Staff
Teachers play a pivotal role in the successful implementation of generative AI technology. They should use the AI tools for enhancing pedagogical techniques and improving pupil engagement. It is their responsibility to guide pupils in using these tools responsibly, whilst encouraging a climate of academic integrity. Furthermore, they need to stay informed about advancements in the field of generative AI and adapt their teaching practices accordingly.
Responsible Use by Teachers
Teachers are expected to model responsible and ethical use of generative AI technologies. This includes the appropriate integration of these technologies into their lessons, in a manner that enhances teaching and learning, without compromising academic integrity. Moreover, teachers should strive to use these tools to inspire creativity and original thinking among pupils, rather than for direct content creation. Teacher’s discretion is key in ensuring that the use of generative AI aligns with our school’s guiding statements
Pupils
Pupils are central stakeholders in this policy, with their intellectual curiosity, creativity, and learning experiences shaping the need for generative AI in our school. They are expected to use AI-generated resources responsibly and abide by the ethical use guidelines outlined in this policy. They are encouraged to embrace the concept of originality while using generative AI and to report any misuse or concerns to the relevant authorities in the school. It is essential for everyone involved to play their part to ensure the harmonious integration of generative AI technology into our school environment, maintaining its focus on enriching learning experiences and upholding ethical standards. As generative AI continues to evolve and mature, so should our understanding of its potential benefits and challenges. The team strives to make our educational establishment an example of excellent, inspirational ‘generative AI-enhanced’ learning.
Responsible Use by Pupils
Generative AI technologies hold great potential for enhancing learning, but this also brings responsibilities. Pupils are expected to use these tools in a manner that respects our academic and ethical principles. This includes acknowledging the sources of AI-generated content and using these tools to support, rather than replace, their original thinking and creativity.
See Appendix I Appropriate Use of AI Traffic Light System for further guidance on what is and is not acceptable
Integrity and Avoidance of Plagiarism
Plagiarism is a serious offence in our academic community. While generative AI technologies can provide beneficial insights, it is important that the work pupils produce is reflective of their understanding and knowledge. Pupils must not represent AI-generated content as their own original work. Instead, it should serve as a tool to stimulate their ideas and enrich their assignments while upholding the values of honesty and integrity. Any breach of these rules will be dealt with in line with our behavioural policies.
Embracing Originality
Generative AI is an incredibly powerful tool for aiding learning but should not overshadow the importance of original thought. Pupils may use AI to help generate ideas and structure assignments, but the critical analysis, reasoning and argumentation should be demonstrably their own. If using generative AI, pupils should aim to enhance their original contributions, not replace them. These provisions ensure that all members of the school community, including teachers, support staff and pupils, use generative AI technologies ethically and responsibly. As we navigate the digital age, we reaffirm our commitment to uphold our core values and promote a culture that respects academic integrity and champions original thinking.
Accessibility, Inclusivity and Personalised Learning
Support for Pupils with Learning Differences
Generative AI technologies present new opportunities for supporting pupils with learning difficulties. Personalised content and interactive features can cater to varied learning styles and pace, thus facilitating a more inclusive learning environment. Our school is committed to leveraging these technologies to support diverse learning needs and ensure equal access to educational resources.
Catering to Individual Learning Needs
With generative AI, we can create personalised learning pathways that consider each pupil’s unique attributes, abilities, and learning preferences. The technology allows us to provide individualised learning materials that can adjust to the pupil’s progression, thereby boosting engagement levels and improving academic outcomes. All educators and pupils should strive to harness the potential of generative AI to enhance the school’s learning environment. Our goal is to ensure that generative AI technologies are used in a way that benefits all pupils, irrespective of their abilities or learning styles. We believe that all pupils should have the opportunity to achieve their full potential, and with generative AI, we are well-positioned to make this possible. The continuous endeavour to ensure accessibility is part of our commitment to inclusion and will remain a priority in our educational approach.
Evaluation and Quality Assurance
Assessing Accuracy, Relevance and Appropriateness
The adoption of any generative AI tool in our school setting requires careful evaluation. . AI models work by algorithms being created that “ingests” data to learn. The more data it has to learn from then (generally) the better it is but due to the need of this data being categorised, there is always the risk of the product of AI containing bias responses as this categorising is done by humans. This may in turn reflect the bias found in those categorising at this foundational level of the AI model.
Therefore, we must assess the accuracy, relevance, and appropriateness of both the tool itself and the content it generates. These evaluations are critical to ensure that these technologies align with our educational objectives and definitions of high-quality teaching and learning and uphold our commitment to providing quality education to our pupils.
Data validity and accuracy are paramount; therefore, any discrepancies or inconsistencies found in AI-generated content should be diligently reported and rectified. The appropriateness of AI- generated content must also be assessed against our school’s curriculum standards, ethical guidelines, and the diverse cultural and personal backgrounds of our pupils.
Feedback Mechanism
A feedback mechanism is vital for the development of generative AI adoption within our school. Teachers, Pupils, and parents should be encouraged to provide feedback on their experiences, possible areas of improvement, and any concerns with the generative AI tools utilised. This feedback will guide the modification and improvement of the AI tools for enhanced learning outcomes and ensures the school’s generative AI initiative remains dynamic, responding efficiently to changes and advancements in AI technology
Continuous Learning and Policy Improvement
Professional Development and Learning Resources As generative AI continues to evolve, it’s crucial for the educational community to stay updated with the latest developments. To this end, the school will provide ongoing training and resources for teachers, ensuring they understand how to use generative AI technologies and incorporate them into their teaching methods effectively and ethically. At the same time, pupils will be educated on the ethical use and potential of generative AI in learning
Authorised Generative AI Tools
Our school acknowledges the need for specific, authorised tools that align with our guiding statements and ethical usage. The following list details the generative AI tools currently approved for use within our school community. It’s important to note that this list is subject to change as we regularly review and evaluate the suitability of these tools in light of advancements in generative AI technologies, amendments to data privacy regulations, and the evolving needs of our diverse pupil and staff body. We are committed to maintaining a dynamic list that best serves our educational objectives and technical requirements and supports our pupils’ and staff’s safe and responsible use of generative AI tools.
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Text Generation |
Image Generation |
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ChatGPT (https://chat.openai.com/)
Google Bard (https://bard.google.com/)
Magic School (https://www.magicschool.ai/)
Anthropic Claude (https://claude.ai/chat/)
Microsoft Bing Chat (https://www.bing.com/)
Perplexity (https://www.perplexity.ai/)
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Midjourney (https://www.midjourney.com)
Dall-E (https://labs.openai.com/)
Stable Diffusion (https://stability.ai/stablediffusion)
Gamma (https://gamma.app/)
Ideogram (https://ideogram.ai/)
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Appendix I Appropriate Use of AI Traffic Light System
Appendix II: Glossary of Generative AI Terms