Message from the Principal  

Generative Artificial Intelligence – the Robot Teacher?

For many years some ‘futurists’ have claimed that teachers will become redundant. Many years ago a British pundit went as far as saying human teachers would be replaced by 2027. This was based on observations on the rate of change in automation, information storage, the growth of generative Artificial Intelligence and modernisation that is changing the way we do things. Whilst we may not see it all firsthand, the autocorrect feature of phones and computers hint at benefits and also the frustrations of its power. A reality is that there is a growing number of tasks that can now be accessed and generated through AI. 

The rapid pace of change in education and eLearning (as well as across society) supports the idea that artificially intelligent computers or robots will take over the classroom. The release of ChatGPT last November has had an undoubted impact in schools and universities, with genuine concern re plagiarism and the validity of assessment. The NSW Department of Education immediately banned it in state schools, though this is now being reconsidered. (If you haven’t had a go at using ChatGPT it is worth trying.)

A risk for students misusing AI technology is asking it to write an assessment or do a project for them. This is a breach of academic integrity and is clearly plagiarism. It could include cases of students asking AI to rewrite texts they have already produced in order to improve the quality of writing or asking for references to be generated within a text, as in most cases, the references will be incorrect or do not exist. There are other pitfalls. By its programming, AI is designed to provide answers to all questions, so it will make information up (known as ‘hallucinating’) which is inaccurate or misleading. It is only as good as its input.

It isn’t all negative. Generative AI has the potential benefit to assist students in developing ideas for tasks, to summarise material or to ask relevant questions around content of a particular topic. We also need to consider the disadvantages and pitfalls. 

None of this debate is new. However, it is my belief that no matter the growth of AI, the human interface will continue to be vital in effective teaching and learning. It is significant for our students as they work in partnership to get the most out of the classroom opportunities, be they rich in modern technology or reliant on discussion, debate or ‘old fashioned’ talking and listening.

Whilst technology is a wonderful tool and educators need to respond carefully, I would like to suggest that nothing will replace the ‘magic’ of an effective teacher in the classroom. Technology has valid uses in instruction and with the sharing of knowledge and assistance in learning and there are excellent applications. It has the potential to change the way that we do different tasks and it opens up possibilities.  

HOWEVER, my argument is that an effective teacher is a vital component in classroom learning. We want and need good teachers. The relationship between teachers and students is pivotal.  Characteristics of being a good teacher include:

• Understanding students and their needs, knowing them well
• A passion for their subject and the learner
• Ability to show children how to succeed
• Being a learner too, assisting in the development of skills and attitudes 
• Understanding the end goal and assisting students in developing a plan to get there. The ‘now’ is not the destination
• Being able to explain things or assist students in finding out
• Inspiring confidence and assisting students to ‘have a go’, taking some risks
• Holding high expectations and helping students to measure up to them
• Keeping a sense of humour and not taking oneself too seriously

It is also important to share that teachers are undertaking professional learning around AI and its implications for teaching and learning, particularly in relation to assessment. At Calrossy we have begun and will continue to discuss the implications of AI with students and are considering how we might build understanding around this new technology to guide students in its potential benefits, but also about the dangers of its misuse. I was recently invited to contribute to a Federal Government enquiry into AI in schools and our response has been included in the report.

Education is not just about the acquisition of knowledge, it is about relationships and the shaping of young minds. A true teacher does not just impart facts; he or she creates a thirst for knowledge and teaches students how to quench that thirst. Teachers also inspire students to think for themselves and to innovate new solutions, something that AI cannot do.

Who knows? Robots may be able to play a role in the future of education as aides in the classroom. AI may be able to help personalized curriculum and deal with some of the more mundane tasks of monitoring progress or drilling students on facts. Teachers and schools will need to adapt to dealing with AI in the future, but we will likely never be replaced by them. Whilst ‘Big Brother’ is watching us and our lives are increasingly dominated by AI, smart phones, ‘iDevices’, and all sorts of algorithms and generative intelligences, the good teacher is not on yet on the ‘endangered species’! Relationships will continue to be at the centre of education.

For you created my inmost being; you knit me together in my mother’s womb. I praise you because I am fearfully and wonderfully made; your works are wonderful, I know that full well. Psalm 139: 13 - 14

Congratulations

• To all involved in our Junior School production of ‘Madagascar’ last week. This Musical was set to be originally performed in 2021 but had to be aborted a week before opening, due to COVID. It was a wonderful experience and I was delighted to see every child from P - 6 on the stage in some way. Thanks to the audience whose numbers who had the ‘House Full’ sign in operation. Thankyou to all involved in the costuming, make up and sets, some of which were prepared two years ago. Special thanks to Elly Davies and Gabi McDonald for their oversight and directorship and the many other staff who contributed. Congratulations to all.
• To Annabel Scott (Year 10) who has been accepted to undertake Work Experience with The Bell Shakespeare Company. This is a highly coveted placement and Annabel was selected as part of a highly competitive process involving many other students.

Welcome to Ms Rosky

Natasha Rosky will shortly commence as our Head of Boarding at Calrossy. Natasha comes to us from the Southport School QLD, where she has most recently served as Boarding Academic Coordinator. She has also held diverse roles which include Head of Debating, Department Head of Humanities and Senior History Teacher. She has interests as diverse as Gifted and Talented education, Drama, Indigenous education and student wellbeing in addition to her love of History. Prior to Southport, Natasha worked at St Hilda’s on the Gold Coast so has educational experience with both girls and boys.

She loves study and outside of school enjoys bushwalking, boating, running, theatre, dance and service learning.

Natasha is excited to lead Boarding at Calrossy and three of her children will join our school community.  A Zoom meeting with Boarder parents this week will introduce Natasha as she assumes this important role in the life of our school.

Later in the Term, we will also welcome Mr Roger Sattler, moving from St Peter’s in Adelaide, to take up the leadership of Simpson House and boys’ boarding.

David Smith

Principal Calrossy Anglican School