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The comments I hear are not enthusiastic or alarmed, they are practical. My students, seventeen to twenty year olds in vocational chemistry, talk about AI the way they talk about a calculator: something that saves time on the part of the work they consider pointless. The most common sentence in my classroom last year was some version of "it writes better than me", and it was said without embarrassment, as a statement of fact.

That sentence is the one that changed my teaching, because it is not really about AI.

It says that they see writing a report as a formatting exercise rather than as thinking, and that they assume their own language is inadequate. Those are two problems I had before ChatGPT existed.

There is a clear difference between groups. The adults who return to study after working are the most suspicious, mainly because they are used to being held responsible for what they sign. The youngest students use AI constantly and discuss it least, which makes it harder to talk about. And there is a third group who avoid it entirely, convinced that using it is cheating, and they are usually the ones who would benefit most from it as a support for reading difficult technical texts.

What I changed. I stopped asking whether they had used AI and started asking them to declare it: which tool, for what, and what they changed afterwards. Nobody is penalised for declaring, and the declaration itself became the interesting part of the conversation. I also moved part of the assessment to moments a model cannot occupy, such as explaining out loud, while working, why they chose a method.

What I want to improve is the discussion itself. Right now it appears when a task goes wrong, which frames AI as a discipline issue. I would rather open it deliberately, using a real case from our field: an AI-generated procedure with a safety error in it, which in a laboratory is not an abstract discussion about ethics.

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My students, in general, use AI in a rather uncritical way, simply to copy and paste. I don't see, as of yet, a reflection on the use of AI, nor an interest in learning how to use it effectively. I believe the real challenge for educators remains inspiring a passion for learning. Only under this condition can we truly leverage AI for assessment purposes.

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Student Perceptions and Reactions to AI: In recent classroom experiences, I've noticed a spectrum of student reactions to AI-related topics. Students who have more exposure to AI through popular culture (e.g., social media algorithms, chatbots, virtual assistants) often express curiosity and excitement, while those with limited exposure sometimes view AI with apprehension or skepticism. Their comments tend to be influenced by what they’ve heard in the media or seen in movies, portraying AI as either an innovative tool or a potential threat.

For instance, older students (secondary or college level) who are more familiar with AI-based tools like ChatGPT or Duolingo have shown a keen interest in how these technologies can help them with learning and productivity. They often bring up AI in discussions about the future of work and technology, leading to meaningful conversations about ethics, data privacy, and the boundaries of AI in education. Younger students, on the other hand, are more likely to encounter AI in the form of educational games and interactive learning apps, which they see as fun and engaging tools but don’t necessarily view as “AI.”

Differences Based on Background and Exposure: Students from different backgrounds show varying attitudes based on their access to technology and previous experiences. For example, students from more tech-integrated educational environments tend to view AI as a normal part of learning, while those with less exposure see it as novel or even intimidating. This distinction often leads to differences in their willingness to engage with AI tools during classroom activities.

Influence on the Learning Environment: These discussions have led to deeper conversations about how AI might shape their future careers and the ethical implications of AI in decision-making. Some students have even initiated independent research projects on the use of AI in different fields, demonstrating increased engagement and critical thinking.

How I’ve Responded and Adapted My Approach: Initially, I responded to student comments by providing basic explanations of AI concepts and addressing misconceptions. However, based on student feedback and evolving discussions, I’ve started incorporating more structured activities, such as debates on AI ethics, exploratory research projects, and guided explorations of AI tools relevant to their coursework. This shift has made discussions more interactive and student-centered.

Enhancing My Approach Based on Feedback and New Insights

Going forward, I plan to create more opportunities for students to engage with AI in a hands-on way, such as using AI-powered learning platforms or collaborative tools like AI-driven brainstorming apps. Additionally, I'll encourage students to think critically about AI's impact on society by incorporating more case studies and real-world examples. This will help bridge the gap between theoretical discussions and practical applications, making AI more accessible and less abstract.

By continuously adapting based on student input, I hope to foster an environment where AI is seen not just as a topic of discussion, but as a practical tool for enhancing learning, creativity, and problem-solving. This aligns with best practices shared in educational research and articles that emphasize the need for a balanced, thoughtful approach to integrating AI into the classroom

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My students understand AI. I use it sometimes for my lessons.

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My students understand AI. I use it sometimes for my lessons.

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I have used AI myself for lab reports' discussion to empower students to analyse and think critically what is generated. We took an exemplar and discussed it in class so that students were guided on what to consider when using it to be inspired rather than copying down word for word. Methods of improvement in what is generated was also considered. This ensured they were aware of its benefits and pitfalls too.

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my lycée students are intrigued by the use of the artificial agent mainly because the innovative generative element creates a learning dynamic influenced by the playful and experimental aspect of interrogating an external (virtual) subject themselves. they can identify with the role of their peers, their teachers and understand the facets of the topics taught from multiple points of view. the facilitating role of the teacher is important, who must plan the objectives and make them explicit in order to make the use of AI functional in the final assessment.

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My perception of the use of AI by students is not the best. They ask questions and don't read the answers, they don't criticize the content, they trust the answers as being right. They will not check whether the content is correct or not.

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My older students consider AI as something intriguing, and what attracts them the most, at the moment, is the idea that with AI they can do things faster and better.

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My students are SEN students, so they are not udes AI, yet. I use it sometimes for my lessons.

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Most of my students use ChatGPT and we discuss ways how they can use it to improve their language proficiency skills.

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it can help in lessons

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Most of my students have tried using Chat GPT, but only a few of them use it to write homework or extra work. However, in mathematics classes they often use Photomath to study the process of solving a problem. I try to teach them how to use this tool to spot an error in solving and how to follow the instructions given to them. I agree with Lidija when she says that we have to very carefully choose some AI in the assessment process.

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In Greece we use an LMS for education that provides instant feedback to both students and teachers upon the completion of an appointed activity. The young learners often comment upon the validity of the results, since the activies are completed at home. They themselves express the question of possible "cheating".

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Last school year in the spring my students conducted research on ethics and artificial intelligence. It was interesting to see their mature thinking, it was about the final grade students after all. They all pointed out the dangers they can bring in the uncontrolled use of artificial intelligence.

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In general, students know ChatGPT. This type of tools should be presented in school as a support tool and not for full use (eg. school work). Currently, there are many students who use this type of tools to carry out school work, without using any other type of resources, for example going to a library and looking for books on the topic they are working on. It's important that in schools, educators adapt their approach based on student feedback, fostering an environment that encourages curiosity, critical thinking, and ongoing exploration of AI-related topics.

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As we navigate the ever-evolving landscape of technology in education, the role of digital literacy becomes increasingly central for both teachers and students. For educators, mastering digital tools integrated with AI is not just about keeping up with the latest trends; it's about harnessing these tools to enhance teaching methodologies, engage students more effectively, and personalize learning experiences. On the flip side, students equipped with digital literacy skills are better positioned to leverage AI-enhanced tools for their learning, fostering a deeper understanding and practical application of concepts. This dual approach empowers both teachers and students to navigate and utilize AI in education confidently and responsibly, preparing students not just for academic success but for a future where digital and AI proficiency is paramount

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I don't think that most students understand the importance of AI yet. Many onl use it to help them with their school work. They don't care about it's true potential to help them learn and change their lives

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Students boasted to me that they correspond with AL in Snapchat. They told me that they asked AL something about lessons and AL helps them study, while most of them used the correspondence with Al as entertainment... Their comments about AL are mostly positive... but I think at the age of 10-15 their knowledge is quite low ... I don't think we as teachers can do much to control their use of AL, their parents can do much more. Unfortunately, they use AL more for games that are not related to the school curriculum... As a teacher, I can guide them to use AL more for learning...

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It's apparent that while students are engaging with AI for tasks like text production, there's a gap in their understanding of the broader applications of these technologies in learning. This presents an opportunity for educators to guide students towards more effective and responsible use of AI tools, beyond just completing assignments. Educators themselves need to become more aware of the potential of AI in enhancing learning and critically assess when and how to integrate these tools into teaching. By doing so, they can help students develop a deeper understanding of AI's capabilities and limitations, fostering a more meaningful and ethical use of technology in education. This approach not only enhances academic skills but also prepares students for a future where AI is increasingly integral to various aspects of life and work.

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I teach coding and I know I must change my teaching regarding AI. Actually I´m not sure yet how to do it. I´ve heard my students talking about chatGPT as a helpful friend, but I´m worried in the long term.

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I work with 8 and 9 year old children and do not use AI in class. Currently we are learning how to search Internet, pages secure for children and some tools free of charge. My plan is to use it next year for some joint tasks.

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I currently do not use AI in class, but I believe that by applying it, my students would have good feedback that would be more accessible and perhaps better understood. In this way, they would also receive information that would enable them to improve their good sides and improve their bad sides.

Although AI is a process that has its own advantages, one must not forget about the pedagogical approach when using it.

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Students often express curiosity and interest in AI-related topics, especially when it's integrated into their learning experiences. The novelty of AI technologies tends to capture their attention.

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I have discussed the topic about Artificial Intelligence with my students and there are both positive and negative aspects we identified. We all know the AI is here and we have to learn how to use it in out work, but in the same time to be responsible, honest and realistic.

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Students love using tools in AI. They are excited and interested, because it is about getting quick information, and we have to adapt to that, because they are, after all, the "quick information" generation. Therefore, it is very important to work with them on these tools as an integral part of education.

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I use AI in Programming, and the other day I and my colleague were doing an Exam, and they could use AI, and the ChatGPT fell down and some started to complain, I said that they should continue with what they know and less than 10 minutes all of them were using other AI tools, like Blackbox, Bart, and others.

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This school year I teach only primary and middle classes students. I discussed with my 7th graders about AI and using it in everyday life, but they seemed not very interested in working with Chat GPT

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I work with adult refugees.

Most of them are low or non educated and/or low literated. The come from countries as Afghanistan, Eritrea, Somalia,...

So AI is far from their bed.

Now I only use AI to generate exercises or reading texts.

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I am working as a language teacher at a secondary school, so I get a lot of essays. I had a few students who have shamelessly used AI (which backfired), and I even have students who shun it because they are scared of AI detection tools, etc. However, AI isn't perfect (yet). I showed my students a literary essay where ChatGPT wrote a perfectly feasible paragraph, but used wrong quotes to back up its claims. Then again, this technology is ever-developing, and this might change next year. That is why it is important to stay ahead and work on using AI to our advantage.

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My high school students think that they can outsmart any adult (otherwise they would not be straight teenagers!), and they specially love to outsmart teachers. Unfortunately, they do in many cases by cheating -in my culture, even children's tales explain how cheating is proof of being smart, not unhonest, unfortunately-. Teachers who manage AI are among the last ones that still get some respect from their students. About AI in general, students are completely unaware and clueless about how AI is managing their entire lives, starting from the missed time to socialize, play... and finishing for the high possibilities to be brainwashed by certain apps made in places where there is not democracy, because of their growing addiction to mobiles, social media and so on.

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Our students are not yet using artificial intelligence to do their homework or try to trickle up during checkouts. Artificial intelligence as an aid is fine, but for now I'm very happy that it's not the main learning tool because I really like when students is thinking and learning to think.

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I asked 4th grade primary school students to grade the work made by ChatGPT in adapting and making readable for them a text about ancient Rome History. They mostly agreed on saying that it worked well enough to let them access the general meaning, but not enough to let them understand everything.

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Many of my students are familiar with ChatGPT and have utilized it, unfortunately, more commonly for academic dishonesty than for genuine research purposes. The accessibility of ChatGPT and its ability to generate human-like text responses make it an appealing tool for students seeking quick solutions or assistance in completing assignments. However, the potential for misuse, such as using the tool to generate plagiarized content or answers during exams, highlights the need for promoting responsible and ethical use of technology in educational settings.

In Lidias video I noticed how she
emphasize that we as teachers are obligated to study and evaluated each tool that we use.

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I know my students love anything involving chromebooks but we haven't yet reached a point of using AI for assessment but I think they will view it a positive step.

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None of my students have awareness of what's going on in the generative Ai world, I think it's just because they don't feel the opportunities and maybe they are not stressed (hopefully) by the school experience enough to sarch an easier way out :-D

On the other side, we've run a survey amog prospect teacher at the university last april, and the results were surprisingly different from our expectations ... they weren't aware of ... aniything!

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I know that some of our students try to use the opportunity of getting their task done by AI. As my subject is physics, and as I make the essay tasks pretty specific, it is not an easy job for the IA. Last year I got an essay which simply did not make sense, so it makes now a very educative example. Anyhow, after this course I plan a big discussion with my students about (correct and secure) usage of AI, but before I want to educate myself as much as possible.

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Many of my students haven't heard of AI or they haven't used it. But I see the number of students who try to use it is increasing. One of my students tried to use it to cheat on a written exam. Of course, I immediately knew that was not her work. Instead of punishing her, I used it as a learning opportunity to show my students that AI can be very helpful if you know how to use it. If you have very little knowledge about the topic you want to use AI for it can backfire. I believe they have to learn how to use AI as support for their learning not as a cheating tool.

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Most students are familiar with AI tools such as ChatGPT and I believe that they use it to help them with the production of texts. However I doubt that they know other tools and how they can help them in their learning. On the other hand I believe that most teachers are not yet aware of the potential of AI tools.

Something that stood out in Lidija's words was that you have to assess the use of AI and know when it can help your students to learn. We have to be critical about how and when we use AI assessment tools.

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In my experience, student comments on AI-related topics have been generally positive and curious. Students are often fascinated by the possibilities of AI and are eager to learn more about how it can be used to improve their lives. They are also aware of the potential risks of AI, such as job displacement and privacy concerns, but they are generally optimistic about the future of AI and its potential to make the world a better place.

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My students are instrigued and curious. They used to test chat GPT a lot, and discovered sometimes it's wrong. They were surprised how biased and rasist the chat can be (e.g. they asked the chat to create a short story, and one of the names used was of Nigerian origin - the character with the name was always a slave or a black character in the chat-created stories. Some students are worried their future career might be "stolen" by AI.

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As a French teacher I explained to my students how AI can be useful to help them, but not to do their work. Students knew chatGPT, Bard and Duolingua. I did some experiments with some Prompt and found several problems and told this to my students. Sometimes it gaves us wrong information...

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I teach English to very young students, they have not used AI yet.

Teachers need to learn how to use AI in an effective way with our students.

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Students will use AI to solve their homework and this is not something we can stop easily. No matter how much they will be taught not to do that, they will do it.

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Students see AI as something fascinating, but mostly they are excited by the idea that they can do their homework easily and quickly.

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I am a teacher to primary school and my students don’t use AI yet. However they are positive to use it. Of course there are difference among students groups based on age.

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As I teach English at primary level, my students often engage with AI tools without being fully aware that they are using them. They really show a lot of enthusiasm when using them , though.

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As an educator of IT students, I've observed that my students frequently engage with AI tools in their studies. One notable challenge they encounter revolves around crafting effective prompts. Occasionally, the generated content from these AI tools tends to surpass the intended scope of the subject matter. In other words, the students find it challenging to strike the right balance, leading to content that may extend beyond the intended boundaries of the topic at hand.

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I have not widely used AI in assessing my students yet. And using it is a topic for discussing and investigating.

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Generally, in my working environment, the teachers' perception of students using AI is to get the answers to a task more easily or plagiarise assignments. However, I agree with the opinion that this should be a topic for discussion. I personally am not quite aware of the students' reaction to AI-related topics. Additionally, I fully support the idea (video) that AI-generated feedback will help learners better understand their strengths and weaknesses, so this would be a great starting point for raising awareness and helping students develop more effective study strategies.

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Up to now, my experience indicates that my students have had little exposure to AI. This raises concerns about the potential dangers of discrimination and inequality, as highlighted in Mrs. Lidija's video

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Understanding student perceptions of AI involves exploring how they perceive artificial intelligence, its impact, and its role in various aspects of life. Students might view AI differently based on their exposure, education, and personal experiences. Some may see AI as a tool for innovation, making tasks more efficient, while others might have concerns about its ethical implications, potential job displacement, or privacy issues.

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Mostly students like AI and use it to fulfill different tasks. I believe we should have open discussions and mutually learn how to use the best potential of AI tools and how to use them responsibly (authorship of products)

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I think, AI has a limited role in school assessments, which poses a challenge as both students and teachers may not fully grasp the potential benefits it can offer. The utilization of AI in teaching is seldom a topic of conversation. Naturally, I am keen on increasing student engagement in discussions related to these subjects. I am of the opinion that student participation could offer valuable insights into altering assessment methods and exploring various opportunities for classroom practices.

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I' m afraid that many students think that AI (ChatGPT) will help them to do their homework easily, and without making their own effort. Of course is teachers' responsibility to show them how to use it as a learning tool which can enηance their learning offortunities, using their critical thinking as well.

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Some students have already started using Chat GPT, especiallly to write essays (I'm a foreign languages teacher) but not many.

I guess we are all learning how to deal with AI at the same time. Probably some students can even help teachers navigating through it. It is undoubtedly field for colaborative work more than ever.

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AI has a very little place into evaluation in the school and that is the problem, because both students and teachers cannot imagine the possibilities that that instrument can provide.

We rarely discuss on AI uses into teaching practice.

Of course I am interested in enhancing students' participation to discussions on that themes

I believe that students participation could give some hints to how to change evaluation and what different opportunities I could experiment into class practice

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Students are very happy when I gave them som AI tool, for instance , PhotoMath, but very quickly they became aware that final solutions, and given procedures, wont help them unless theh sit and learn by themselfes, with their own efforts. I teach them how to learn using AI for teir bennefits.

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Some of my students say, it's a waste of time, especially the boys. Girls like to use AI(text to image) to find ideas for artworks. I believe that AI is very necessary in creative tasks, because AI tools expand the imaginative capabilities of students. AI writing tools helps to create expressive textual presentations.

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Student comments on AI have had a positive impact on the learning environment by fostering open dialogue and critical thinking about the role of technology in our lives. These discussions have helped students to develop their own informed opinions about AI and to consider its potential impact on society.

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Up to now, my experience with students and AI has not been in the classroom site, not yet. They have used it personally at home, I guess, to save time preparing written assignments. We have to get ready to use it and introduce it as a part of the class as another helpful tool.

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Considering the different profiles of students in my school, their experiences and thinking about AI are also different. While some already use it as a learning support, others have no experience at all.

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sadly, my adult earners' usage of AI (mostly Bard & ChatGPT) is fuelled by the chance to cheat their teachers' written assignments and evading the obligaiton of hard research work.

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Most of my 14 year-old students use AI, mostly ChatGPT and My AI on Snapchat on daily basis. They admit they use it for getting the answers as quickly as possible and that they just copy everything without thinking too much.

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I use AI to make students understand better things around them. but ia totally agree that AI tools should be chosen very carefully.

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I believe that we should focus on making sure that our students understand the concept and the possibilities of AI, ethical implications. And AI will drive the change in the teaching process.

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My students tend to think that AI is their secret tool for cheating, so they hide using it. I have encouraged them to use it proudly and loudly, bus also refer to the source. Somehow they seem to think that teachers don't know a thing about it.

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My students use artificial intelligence very actively both for doing homework and extra work, creating projects and writing essays.

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Students mostly have a neutral point of view because they don't have much experience yet. Those who have dealt with GPT a little more are already finding negative implications, but they are also aware of the impact on their future. In my Robotics class, students have a much deeper understanding of these impacts , but also how we humans must shape the limitations and use of AI.

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In this video, Lydia recommended that we constantly research tools for applying AI in teaching because the feedback they give us is very detailed.

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I am a teacher for primary school students. In lessons, I sometimes use Artificial Intelligence to explain different topics to students, such as: the water cycle in nature, the life cycle of an insect or a plant, and others. At the same time, we use Canva, artificial intelligence to create different event posters, digital stories, etc.

Watching Lidia's video, I noticed that she urges us to carefully and carefully choose the tools of Artificial Intelligence in the lessons and in the assessment process. And I agree.

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I was pretty surprised to see that my students don't have any knowledge about AI. They have heard something about ChatGPT and a couple or three of them have given it a try, but more in a playful way than to use it for their learning or even for cheating!

I am teaching English as a foreign language to highschool students. I have learners from 12 to 15 years old. Maybe it's the area where I'm teaching, that has kept them away from this technological revolution; maybe it's the fact that not many teachers are still taking profit and experimenting with AI, but my students don't know much about it.

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Based on the subject I teach (History) and the training of users and readers in the context of a School Library and CodeWeek 2023, my students demonstrated interest and understanding the concepts presented about artificial intelligence.

The importance of AI, using some resources from the codeweek.eu platform, to promoting digital education and awakening students' interest in learning proved to be very interesting and offer

promising prospects; by facing these challenges, students can simultaneously

seize the opportunities of AI.

As teachers, we must prepare students for a digital future truly complex.

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Learning to code helps us make sense of the rapidly changing world around us. Join millions of fellow organisers and participants to inspire the development of coding and computational thinking skills in order to explore new ideas and innovate for the future.

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October 14 - 27, 2024: a week to celebrate coding in Europe, encouraging citizens to learn more about technology, and connecting communities and organizations who can help you learn coding.

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Exploring student perceptions of AI is crucial for adapting educational strategies. Understanding these perceptions is key to fostering a positive and effective learning environment in the age of AI.

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My students understand AI well and some of them use it.

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I teach ages 12-15. Not all students are familiar with A.I. tools. There is a gap. There are some students that use responsive AI for their everyday homework tasks and some others that don't use them. Most of them don't use them. What concerns me the most is how and to what extend should they use it. Are we educating a generation that will not have to think any more? That is the most scary scenario.

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Some of my high school students have already used Chat GPT for their projects and essays and found it very useful and interesting. At the same time, teachers should try to implement it in their lessons and use AI more.

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When creating homework, I try to give alternative research using AI in addition to the usual exercises. I see enthusiastic reviews from some students, and wariness from others. Unfortunately, I observe how the "digital divide" is superimposed on the social landscape.

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My students know little about ai, but they are curious and easily adopt the tools I offer them.

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As an educator, reflecting on classroom experiences regarding AI is crucial to adapt to the changing educational landscape. I've noticed that student comments on AI vary. Some express enthusiasm for the possibilities of personalized learning, while others show concern about privacy and the loss of human interaction. Debates about AI have created a more dynamic and participatory learning environment. Students are motivated to research beyond the standard curriculum, leading to enriching discussions. Reflections from the article and insights from Lidija have reinforced the importance of adaptability. I'm considering incorporating more AI-related resources into the curriculum and exploring how to integrate AI-related projects to stay current with emerging educational demands.

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In my school context A.I. is rather something strange. Although students may believe that A.I. can do difficult tasks, they have little knowledge about how to employ e.g. Chatgpt for a particular task. I think the challenge is that all the A.I. tools to be employed should allow space for creativity and critical thinking for all and not reinforce "old" pedagogies.

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Most of my Vocational Training students know and use Chatgpt for writing tasks. When you compare the task with the exam, you can perfectly see that it is not the same style.

I tried to use Chatgpt for prepare an exam about Incoterms 2020 and I detected some mistakes.

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I haven't noticed any student speaking about the AI until now but I find it interesting and I think that sometimes is better if we discover how to use certain things before them because that way we can teach them further.

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I have heard students comment on the use of AI mainly for essay writing. Some didn't do it properly, so their grades weren't good either. I tried to draw their attention to the fact that it is very important how the question is asked and which database is searched. Also, as Lidia said, you should always have a critical review of what you get as a result. When I experimented a bit myself, I came to the conclusion that completely wrong answers can be obtained if the question is not asked correctly

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In the teaching area where I work, students already have some knowledge about artificial intelligence tools. At first, they consider these tools to be a facilitator because they can quickly obtain information, but it is up to the teacher to filter and evaluate the depth of this information, as it is as much deeper as the interest and questions raised in the program. It is also up to us to understand to what extent it is worth fighting these tools, or whether, on the contrary, it is best to learn how to integrate them into the learning process. For example, if we give practical work to create a story in illustration, students can always use AI tools to build and improve the narrative/story board, however, the technical skills to implement it must be be demonstrated live, even sometimes using programs with integrated AI.

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I conducted certain activities with the students using AI. We explored forms of green energy using the Chat GPT tool. Using the same tool, they researched new technologies in the field of electrical engineering and science and Smart cities. Based on the obtained results (which they checked), they created digital books on these topics. I've noticed that when I give students a research assignment, some of them will reach for AI tools, but most won't. They research using a "classic" search engine.

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Till now only few pupils of mine said they tried out ChatGPT. I think it's better that teachers know how to use it and to use it to improve the teaching process.

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In our school, primary pupils are aged 6-10 and AI is still not used, pupils are not familiar with it, as far as I am aware. It would be interesting to find out how AI could assist young learners in their learning journey whilst not depriving them of social interaction.

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I have not noticed the use of AI when it comes to my students. They know about it, but I do not know if they have tried to use it. This is something I would like to find out in the near future. I must recognize I have started to use AI in preparing my lessons, in getting ideas, examples for some activities, games etc. I think the use of AI can be really valuable and I hope to gain knowledge and mastery in doing this.

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Some of my students are familiar with AI. I'm just exploring how many of them use it for study. While I have nothing against using AI as a tool that can enhance learning experiences, my school doesn't have a common opinion about it yet.

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So far, my students have shown interest in AI, but they have not used AI (yet) to carry out work. However, AI will be able to carry out assessments using algorithms, making the assessment more objective in relation to the knowledge demonstrated by students, and thus eliminating possible human subjectivities and inaccuracies. You will most likely be able to offer personalized and immediate feedback to students, allowing them to gain knowledge and, therefore, take immediate action in terms of redefining approaches and weaknesses to be consolidated, in terms of their progress – for example, indicating areas for improvement. more efficiently.

Things to consider:

- AI may be unable to fully understand the complexity and context of students' knowledge, especially in creative writing or social skills, because it is a machine. In this context, asking students to do homework in AI times is ineffective.

- A concern that is transversal to education, which refers to an interaction between people - the student and the teacher - and, for this reason, envisaging the complete replacement of traditional assessments, by AI, can lead to complete failure/loss of interaction human. In this sense, there will probably be a total loss within the scope of an assessment of significant non-cognitive and behavioral skills. Man is a gregarious being.

In the end, I believe, as in the video, that we want to make common-sense choices, select activities that AI can eventually broaden the horizons of research, but carrying out tasks – namely argumentation and writing, as well as skills social - must be done in the classroom, together with peers and in a pedagogical environment. Even so, because this way, the teacher will be the advisor and will clarify any doubts immediately. Formative assessment will be at the center of student learning. Assessment should be of and for learning.

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My students don' t know about AI yet. I teach in kindergarden class. We, teachers, are actually learning for AI now.

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So far my students haven't used AI in English classes, just because I still want them to be enough skillful to need AI in their process of learning. We are still on developing their writing, speaking, reading and listening skills and AI is for now used on the level of assessment. Meanwhile, they haven't shown interest in using AI, probably because they are still in that phase of learning and practising without any AI help needed, directed, guided and monitored by me. When they get enough responsible and ready to upgrade their learning, then AI is possible.

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As a teacher of special education for deaf students, I usually show them new technology and the benefits of using it. They did not know about ChatGPT or other AI tools. Now, in class, I am teaching them how to use ChatGPT to help them with their school work. For deaf students who struggle with understanding the language, ChatGPT is great to help them. They ask for simple words and examples.

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Senior students already use chat GPT for essays, I think.But not all of them are familiar with A.I.We should all be educated on the role of AI,so that we ca turn it into a useful and effective tool.

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I would say most students I teach do know that chatGPT and other AI tools exist, but do feel quite overwhelmed and not always sure how to use it so that it can benefit them. There I see a big challenge for us educators to show them how they can use it for their own development and how it can make their work easier. And to show them they can benefit from AI much more than just asking it to write an essay for them

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I didn't notice my students using AI to learn physics in elementary school. They still think physics is hard. They don't really understand chatBoat either, and it's hard for them to imagine what they're saying. They still prefer face-to-face instructors and instruction. They have a hard time learning a "difficult subject" on their own. Maybe some other subject.

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In my school teachers are stuck to traditional lessons and we don't allow students to use any tools unless it's part of a specific project. We tend to interact with learners and mostly work on books or the LSM. We can't check what students do at home, if they use AI or not to produce content, but as a rule of thumb we know the level of most of them and what to expect.

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Many students are fascinated by the capabilities of AI and find it exciting. They may see AI as a tool that can enhance learning experiences, make tasks more efficient, and introduce innovative solutions.

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My students also use AI for writing assignments and gathering resources for presentations or essays. One student entered questions and answers in Latin into the Cicero program, and then, during class, students entered questions, and Cicero responded. It was a lot of fun because Cicero even made mistakes. We concluded that the human providing the information is still the most crucial link. Adapting assessment with the help of AI can be a useful and effective strategy. Choosing a high-quality tool for tracking individual student progress and for automatically grading certain types of tasks is essential. I believe that such a tool would expedite the grading process and provide students with faster feedback. AI can be extremely beneficial, but it's important to maintain a balance with the human factor. Teachers have a unique ability to understand the emotional aspect of learning and to adjust their approach based on the individual needs of students.

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In my opinion, and taking into account my experience, I find that students' opinions on AI vary in tone and content, depending on their level of understanding, interest and experience with AI. Some students are positive and curious about the possibilities and benefits of AI for education and society, while others are negative and skeptical about the risks and challenges of AI for ethics and fairness. Some students are neutral and indifferent about AI, considering it as a technical tool and not as a relevant topic for their learning.