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Activator:

1. Learning Goals Snapshot – Describe the knowledge and skills your students should confidently demonstrate by the end of the course. Think of this as the “dream outcome” for your learners.

2. Current Checkpoints – Explain how you currently measure and track student progress in these areas. (What tools, tasks, or assessments are you using?)

3. Assessment Wins – Reflect on the assessments that are giving you strong, reliable insights into how well students are developing their knowledge and skills. What’s working really well?

Assessment Challenges – Identify the areas where your current assessments need more development, refinement, or better use to truly capture student progress. Where could you invest more time, creativity, or energy?

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Concept map:

https://www.conceptmap.ai/ (Free tool)

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https://quickdraw.withgoogle.com/

- image recognition (activator)

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AI terminology

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Scenario 1

For a class project, an Australian graduate student creates an AI program that can transcribe audio to written text. They collected their own data by interviewing 50 students. They use the audio and text transcripts to train the model.

Scenario 2

A Japanese hospital receives a grant to help train an AI lung-cancer detection program. The hospital is viewed to specialize in lung-cancer, has high-grade imaging capabilities, and images that span many years.

Scenario 3

A U.S. bank wants to build an AI system that identifies people who may default on a loan. They use a large dataset that includes loan default rates for people all over the country. They do not want to discriminate based on sex or race, so they remove these variables from the training data.

Scenario 4

A technology firm wants to improve efficiency in hiring and creates an AI system to identify resumes for potential candidates. It trains the algorithm using a plethora of resumes from current employees.

Link: https://pz.harvard.edu/sites/default/files/Think%20Pair%20Share_2.pdf (Think-pair-share)

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Group 1: https://padlet.com/abhasiben0308634/card-breakout-room/r4Q6nBjx7O0XnoGa-page:m8CEXZjadpOPek5kiVful

Group 2: https://padlet.com/abhasiben0308634/card-breakout-room/r4Q6nBjx7O0XnoGa-page:HablbJNFdk_oM65Vb4bbK

Group 3:

https://padlet.com/abhasiben0308634/card-breakout-room/r4Q6nBjx7O0XnoGa-page:9bHz4QQ0vFiW8VE-Ffxqn

Group 4:

https://padlet.com/abhasiben0308634/card-breakout-room/r4Q6nBjx7O0XnoGa-page:ZNuC2UsfalzaM75F2Wp_0

Group 5:

https://padlet.com/abhasiben0308634/card-breakout-room/r4Q6nBjx7O0XnoGa-page:QxVkGzs2w6oeTKUp1xgrT

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Create a Google drive_PPT slides link : https://docs.google.com/presentation/d/1UjLrAiIi97tHy31ZLx4mstEbAFcj1A5_/edit?usp=sharing&ouid=114360871162927790666&rtpof=true&sd=true

(Examples of AI in education)

Resources to refer:

Center for Integrative Research in Computing and Learning Sciences (CIRCLS). (2024, January 4). Glossary

of Artificial Intelligence Terms for Educators. https://circls.org/educatorcircls/ai-glossary

Commonwealth of Australia. (2023). Australian Framework for Generative Artificial Intelligence in Schools.

https://www.education.gov.au/schooling/announcements/australian-framework-generative-artificial

intelligence-ai-schools

UNESCO. (2023). Guidance for Generative AI in Education and Research.

https://unesdoc.unesco.org/ark:/48223/pf0000386693

Bibliography:

IMB. (2023). What is Generative AI? https://research.ibm.com/blog/what-is-generative-AI

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Inquiry notes: AI literacies

What is AI Literacy? Competencies and Design Considerations

https://dl.acm.org/doi/10.1145/3313831.3376727

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Artificial intelligence (AI) is becoming increasingly integrated in user-facing technology, but public understanding of these technologies is often limited. There is a need for additional HCI research investigating a) what competencies users need in order to effectively interact with and critically evaluate AI and b) how to design learner-centered AI technologies that foster increased user understanding of AI. This paper takes a step towards realizing both of these goals by providing a concrete definition of AI literacy based on existing research. We synthesize a variety of interdisciplinary literature into a set of core competencies of AI literacy and suggest several design considerations to support AI developers and educators in creating learner-centered AI. These competencies and design considerations are organized in a conceptual framework thematically derived from the literature. This paper's contributions can be used to start a conversation about and guide future research on AI literacy within the HCI community.

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What is AI Literacy? Competencies and Design Considerations | Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Artificial intelligence (AI) is becoming increasingly integrated in user-facing technology, but public understanding of these technologies is often limited. There is a need for additional HCI research investigating a) what competencies users need in order to effectively interact with and critically evaluate AI and b) how to design learner-centered AI technologies that foster increased user understanding of AI.

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Searching for AI instructional tools:

https://docs.google.com/presentation/d/1d1ZSd9A-k_kWpbxpSyc2gc8TRqs_3q9m/edit?usp=sharing&ouid=114360871162927790666&rtpof=true&sd=true (Slide deck for participants)

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AI is machine making decision like human from data

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Ai is a supportive tool that aids and solves problems with efficient learning ability, however, with the wrong prompt, can offer hollow results.

Team MERL

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AI revolves around big data and machine learning, enabling generative capabilities and automation after the computer has undergone the learning process.

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Chinese Language with a little Science [Our definition]

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Chinese Language with a little Science [Our definition]

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our definition:

AI is defined as deep learning based on the machine learning, which utilizes the broad data, to mimic human's thinking process to self-generating something.

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A = Human-made

I = System that passess the "Turing Test" and can make decision

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An ever-evolving "method", adaptive to context, that improves/assists/redefines "efficiency".

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for tech sector:

focus more on science aspect.

unique part:

for the government:

focus more on the function.

unique word: "without any human involvement"

for the research organisations and Uni partners:

includes both the sources and the outcomes

unique part: the only one provides the societal impact.

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Positives:

Ai can efficiently find the right candidate via the following:

Work Experience

Educational Background

Name of University

Time Efficient for head of recruitment

Shortlisted talent

Limitations:

The research is taken from current employers.

If the company wanted new skills, the Ai will need updating.

The Ai created can discredit talented individuals who might not fit the requirements identified.

Team Mearl

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Social media shapes how students connect and share every day. But before posting, it’s important to ask: Is this appropriate? How would I feel if I were the person in the video or post? Could it hurt someone’s feelings or reputation? Did I get consent to use someone else’s video? AI systems on these platforms make decisions based on data, which can sometimes reflect biases. Understanding these questions helps students make thoughtful, respectful choices online and promotes a safer, kinder school community.

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Instagram
🌐✨ AI is powerful, but it’s not infallible! 🤖💭

Bias Alert! ⚠️ AI can show bias based on its data.

Your Voice Matters! 🗣️ The commands you give affect the output.

Think Critically! 🧐 Don’t trust everything blindly!
How do YOU use AI? Share below! ⬇️
#AICritique #ThinkSmart #StayInformed #AI

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Key biases: human-decision on the removal of key variables from data-set(s)

Impact(s): such decision would have a direct impact on the process (most likely a kind of supervised learning from onset)

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Input best student's definition to AI, including different aspects: lesson performance, assignment, level of asking questions, quizzes, and assessment performance.

Also, we input our school's best students performance table of different semester, as well as other school's definition and performances.

Let AI to collect the features of 'best students'

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Hey students! Building AI, like a tool to turn audio into text, is cool, but bias can sneak in! 😟 For example, using data from just 50 students at one school might make your AI struggle with different accents, ages, or noisy places 🎙️. This is sampling bias. Other traps, like missing diverse voices or messy transcriptions, can make your AI unfair or wrong. 😕

How to avoid it?

🗣️ Collect data from all kinds of people—different ages, backgrounds, and accents!

🎧 Record in fun settings, like noisy cafes, to make your AI tougher.

✅ Double-check transcriptions for mistakes.

🔍 Test your AI on different groups to catch weak spots.

Try it! Mix up your data and test it out. Can your AI handle a new accent? Share your results! 🚀

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Group 3

________________________________________

AI systems learn from data, but if that data is biased, the AI can make unfair decisions. For example, if a hiring AI is trained mostly on data from one ethnicity, it might unfairly favor that group and discriminate against others.

Bias in AI can lead to discrimination and unfair treatment. To reduce bias, we should use diverse data, test AI outputs regularly, and promote fairness.

As students, you can help by being critical of AI and supporting fair practices. Together, we can build more inclusive technology!

__________________________________________

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Group 2

Safety of privacy:

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For our group, identity theft and the vulnerability of criminals accessing our personal information and bank account is the largest fear. This could dramatically impact our life.

In relation to school, our students need to be aware that what they post and leaving a large digital footprint can be used against them. It can lead to bullying and other nefarious actions.

These prohibited applications, we appreciate can work for some countries. However we need to obey the rules of other countries when we visit them and appreciate their need for digital security, eg. Fingerprint analysis when going through immigration.

TEAM KLEARM

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Activator: Dunnewind, S. (2005, August 27). Internet creates new opportunities for cheating, but also learning. The

Seattle Times. https://www.seattletimes.com/life/lifestyle/internet-creates-new-opportunities-for

cheating-but-also-learning/

Learning engagement - resources

T-chart document

Blose, A. (2023, April 12). As ChatGPT enters the classroom, teachers weigh pros and cons. NeaToday.

https://www.nea.org/nea-today/all-news-articles/chatgpt-enters-classroom-teachers-weigh-pros

and-cons

Faulstick, B. (2023, September 12). In the age of ChatGPT, what’s it like to be accused of cheating? Drexel

News. https://drexel.edu/news/archive/2023/September/ChatGPT-cheating-accusation-analysis

Sidoti, O. & Gottfried, J. (2023, November 16). About 1 in 5 US teens who’ve heard of ChatGPT have used

it for school work. Pew Research Center. https://www.pewresearch.org/short

reads/2023/11/16/about-1-in-5-us-teens-whove-heard-of-chatgpt-have-used-it-for-schoolwork/

Spector, C. (2023, October 31). What do AI chatbots really mean for students and cheating? Stanford

Graduate School of Education Blog. https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean

students-and-cheatingUNESCO. (2023). Guidance for Generative AI in Education and Research.

https://unesdoc.unesco.org/ark:/48223/pf0000386693

Williamson, B. (2023, October-December). AI must be kept in check at school. The UNESCO Courier, p.6-8.

https://unesdoc.unesco.org/ark:/48223/pf0000387029_eng

Mollick, E. R., & Mollick, L. (2023, September) Assigning AI: Seven Approaches for Students, with Prompts.

http://dx.doi.org/10.2139/ssrn.4475995

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Responses to the Case study: Inquiry - 3

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Responses to the Case study: Inquiry - 3

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With your table group, discuss how this story helps us to understand human and machine agency.

Consider:

If Elaine Herzberg knew self-driving cars were on the road, would she have behaved differently?

If Rafaela Vasquez had greater knowledge of the algorithms and systems of the car she drove, would she have made different decisions that night?

To what degree were the engineers of the car responsible for the collision?

In this interaction, how was agency distributed between the victim, the driver, the engineers, and the car?

In what ways are self-driven cars helpful? In what ways are they harmful?

Part-2

With your table group, brainstorm potential unintended consequences of AI in education. Discuss ways of increasing teacher agency, with a goal of ensuring they feel an empowered human-in-the-loop with AI.

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1. The experience is different, we feel that regardless of knowledge of self driving cars, Elaine will continue to cross the road.

2. Rafaela was complacent in her confidence of the self-driving cars ability. However the company had given her an agreement of the safety precautions of the car. She may have changed her behaviour if she knew more about the product.

3. The testing will have been completed and the vehicle will be road legal. The engineers will have set the sensors for human detection. However the company and the road department had not given the public an accurate announcement of the cars faults. In this case, the sensors.

4. The human error in this case points towards the lack of signs in the area that label the road as a "Self-driving car road" The largest human error in this case, the low agency. Would be the cyclist that had made the decision to shortcut, and not cross properly over the road.

5. Self-driven cars are convenient, they are the latest trend and also sell the illusion of wealth. In terms of harmfulness, they have the capacity for errors, some may even be fatal errors.

Thank you for reading! TEAM KLEARM!

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Group 3: Questions for students feedback on using AI in the class

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Group 3: Questions for students feedback on using AI in the class

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For our group, we would ask the following questions

Personalisation: How do you think AI can help you personalise your learning experience? Can you give an example of how it might adapt to your individual needs?

Decision-Making: In what ways do you feel empowered to make choices about your learning when using AI tools? How does this impact your motivation?

Critical Thinking: How can you ensure that you critically evaluate the information provided by AI? What strategies might you use to verify its accuracy?

Collaboration: How do you see AI facilitating collaboration among students? Can you think of a project where AI could enhance teamwork and communication?

Responsibility: What responsibilities do you think you have when using AI in your learning? How can you use these tools ethically and responsibly?

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5 questions about student feedback in using AI

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5 questions about student feedback in using AI

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1. How helpful do you find the writing feedback tool in generating ideas? Why so?

2. How easy is it to use this tool?  Why so?

3. Do the tools make the lesson more interactive?

4. Is it fair for them to use AI tools in assessments?

5. Does the tool help you with the IB learner profile

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1. How often do you use Ai? 1-4

2. Can Ai replace teachers?

3. Would you ever use AI therapy?

4. In what way do you think Ai is dominating our critical thinking?

5. How efficient are you at brainstorming without the use of AI? 1-4

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Q1: If you were asked to design a new student grading system. How will you use AI to help, and what might go wrong?

Q2: If you were asked to develop a personalized learning path for the public assessment. How will you use AI to help?

Q3: How could an AI tutor that always gives you the right answer actually slow down your learning?

Q4: If you use AI to generate all your ideas, what might happen to your own creativity?

Q5: If an AI only shows you things it thinks you'll like, how might your worldview become limited?

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Blue and Black Modern AI Changing The World Poster

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Group 4 Poster - How do people perceive AI?

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Group 4 Poster - How do people perceive AI?

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White and Blue Playful Organic Channel Intro Video

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NotebookLM can enhance my instructional practice by creating personalized study guides, generating discussion questions, and synthesizing research for lesson planning. However, unplanned consequences include students potentially using the tool inappropriately, over-dependence reducing my attention to important details, and AI misinterpretations leading to oversimplified or inaccurate information being shared with students.

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Reflection:

This tool offers seamless integration with the daily operations of GC. This is however dependent on the availability of machines connected to Ss' school account. While all learning artefacts are created and recorded on the GC platform, specific tasks should be pre-planned and related to the specific lesson planning rather than ad hoc operations (despite the tool is capable for that purpose as well).

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Personally, I am teaching BM, and I cannot find any subject specialised AI for my subject, I can just use some general AI for teaching. Even it is what it is, I still find it quite useful for the daily teaching, students can use it to develop different key skills, like critical thinking/research skills by this tools. For subject expertise using some general AI, I think it is a good practice, because we are teaching the students to think like us, to write a prompt like us, that is how they can think like an expertise too. However, it is crucially important for teachers to think carefully how to teach using AI with different steps and scenarios.

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Reflect on the following questions:

How might this tool benefit your instructional practice?

Does the tool or program operate based on any underlying pedagogical beliefs or assumptions? If yes, what are they? How might this impact students?

Whose voices or perspectives might be left out in this tool or program?

Is it clear how decisions were made or how the artefacts were created?

What could happen that we didn’t plan for when using this tool or program?

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The instructional tool helps in teaching and motivate students to learn. Apply student agency in the learning.

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I will try various AI applications in my teaching, improve my questioning skills, and pay attention to students' academic integrity. Together with students, I will conduct three-way verification using different AI systems to discern information.

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I explored with Magic School which has many tools specifically for teachers. The "Math Story Word Problems" section is create as you can gave certain scenarios and they can help you generate various real-life short story word problems related to your context.

However, I have been eagerly looking forward to making Math presentation slides using Magic School which I cannot as it has limitations. Overall, it is a good and handy platform.

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This tool has the potential to enhance my teaching practice by supporting the creation of visual examples, streamlining tasks, and encouraging creativity. It allows for more dynamic and engaging instruction while giving me the flexibility to focus on guiding students through their creative processes.

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1. Enhanced Creativity and Visual Learning

2. Efficient Collaboration and Organization

3. Streamlined Assessment and Feedback

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Does the AI tool operate based on pedagogical beliefs?

Magicschool pursues different learning styles in addition to getting help for what is needed most. E.g. Text Leveler & Text Scaffolder scaffold text based on the students’ reading levels. I can use these tools to support students reading case studies and articles.

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The tools that I learn today not just facilitate my teaching, but it also inspire my way of teachings. it shows me different ways to assess students ability and ways to present knowledge.

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Interested area: knowing the functions and limitations of AI tools applicable to humanities lessons

Canva ai

Creating poster or infographic in a more efficient and all-rounded way

e.g. creating different samples [good and bad] to better illustrate to students

It may cater class diversity e.g. a template with basic elements to start, enriched with more concepts to add on by students of different levels

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Flint AI can help generate some differentiated learning materials during NCS students' language learning. Also, it can help add Pinyin, definition, provide samples and grammar patterns to students

Yes, AI in education personalizes learning, enhances engagement, and provides immediate feedback. It supports diverse needs and fosters collaboration. However, challenges include potential inequalities, over-reliance on technology, and data privacy concerns. Thoughtful implementation is essential to maximize benefits while addressing these issues effectively.

It just provides the simple process, but with detailed introduce, it works

We will be controled by AI and lose our own creativity.

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-AI can open my mind about instructional ideas, activity ideas.

-I think yes. For science teaching, it has Active Learning including: Inquiry-Based Learning,PBL, Collaborative Learning. And hands-on pedagogy.

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1. Flint AI will benefit my class by giving my lesson plans a blueprint before I input the true SOI, ATL and GCE objectives. Also add a human element to the plan itself. This will be the case for report cards too.

2. LUAC is very positive in brainstorming what works most effectively, so I believe the AI will match the pedagogical belief in delivering excellent materials within a deadline.

3. Over reliance of Flint AI in the lessons materials could result in "wordy"or over saturated content (Too much info and not enough of the good stuff) so my own way of building a unit could be affected negatively because of complacency.

4. Flint AI has been transparent in stating accuracy and bias may be affected when giving answers.

5. The anticipated problems are mainly the over reliance on using AI to meet deadlines resulting in sub standard lesson materials or inaccurate report card comments.

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I can benefit by quickly getting tailored lesson plans, worksheets, quizzes, and activities aligned to your grade and subject, along with clear explanations and visuals that simplify complex math concepts. AI can save time by creating differentiated and accessible materials that meet diverse learner needs and educational standards. Whether you need step-by-step solutions, curriculum alignment, translations, or fresh ideas for classroom projects and assessments, AI is here to provide efficient, ready-to-use resources so you can focus more on teaching and less on prep.

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tool: Padlet

one of my self-evaluation: which part in the teaching used the most of my time.

As a new teacher, I use the most of my time to plan the courses, which includes lesson plans, activities, and evaluation...

one of the most time-assuming task is activities since I need to consider more than 2 events and examine which is more appropriate in what way, in what class...

I uses the free version padlet and foundit could generate more than 5 plans with my prompt.

and for AI, I think we give some autnamy to get more efficiency.

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Improved Context: Successfully extended conversational memory, enabling more coherent long-form dialogue. Still refining tone consistency when switching between technical and creative topics.

Safety Calibration: Enhanced detection of biased or harmful requests. Learning to balance this with avoiding excessive caution that leads to refusing benign prompts.

Efficiency vs. Depth: Adopted a new learning technique that prioritizes logical reasoning. The key takeaway is the ongoing trade-off between deeper understanding and computational efficiency.

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Reflection

Using MagicSchool AI in the educational setting has been a thought-provoking experience, offering both benefits and challenges. Here are some reflections on the use of this AI platform:

1. Personalized Learning

2. Efficiency and Time-Saving

3. Engagement and Motivation

Reflecting on the use of MagicSchool AI underscores the importance of leveraging technology to enhance learning experiences while upholding ethical standards, fostering inclusivity, and preserving the essential role of human educators in nurturing well-rounded and empowered learners.

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1. It summarizes my source materials instantly, saving hours of prep time and helping me create study guides faster. It needs some time to master the AI.

2. Assumes learning is fueled by quality information access. This empowers student-led research but may over-index on content.

3. Voices from sources not in the uploaded documents are left out, risking a narrowed perspective if materials aren't diverse.

4. Its decisions are based solely on my provided sources, making the origin of its answers clear and verifiable by me.

5. Students might need guidance to think critically about its summaries instead of accepting them as absolute truth.

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Reflection:

AI Spectrum Placement

Task: Rate yourself on a scale of 1 to 5 from “Completely Pro-AI” to “Completely Against AI in Student Learning.”

Action: After placing a mark on the spectrum to represent your personal stance and then write 3 bullet points justifying your position.

Purpose: Helps clarify where you stand and why—compare with other group members.

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(ChatGPT responses) : In table groups, critique the responses provided by ChatGPT.

Consider:

Are there inaccuracies or misrepresentations?

What would you add that’s missing?

What points speak to you the most? Why?

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Reflection: Think back to the activator and write a brief paragraph on how you might use AI for student assessment in the future.

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AI policies in context:

European Commission: Directorate-General for Education, Youth, Sport and Culture".. (2022). Ethical

Guidelines on the Use of Artificial Intelligence (AI) and Data in Teaching and Learning for

Educators. Publications Office of the European Union. https://op.europa.eu/en/publication-detail/-

/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1/language-enEuropean Parliament. (2023, September 12). Artificial Intelligence Act: Deal on Comprehensive Rules for

Trustworthy AI. https://www.europarl.europa.eu/news/en/press-room/20231206IPR15699/artificial

intelligence-act-deal-on-comprehensive-rules-for-trustworthy-ai

UNESCO. (2023). Guidance for Generative AI in Education and Research.

https://unesdoc.unesco.org/ark:/48223/pf0000386693

United StatesDepartment of Education. Office of Educational Technology. (2023). Artificial Intelligence and

the Future of Teaching and Learning. Insights and Recommendations. Washington, D.C.

https://tech.ed.gov/ai-future-of-teaching-and-learning/

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Reflection: (3-2-1) :

3 things I have learned:

2 questions:

1 challenge:

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Write a letter to your future self. Consider the following questions:

What are the most important things you’ve learned during this workshop?

What are you most excited about regarding how AI can help in your classroom?

What are you most concerned about?

How do you hope to extend your learning now that you’ve completed this course?

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1. As ChatGPT Enters the Classroom, Teachers Weigh Pros and Cons

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1. As ChatGPT Enters the Classroom, Teachers Weigh Pros and Cons

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https://docs.google.com/document/d/1rpg7upJOjw5qSu1ihQEIysywuZEPsP48zX-eZjmv1wg/edit?usp=sharing

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Potential Benefits (From the Article _ Authors)

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3:

-I know some useful AI, but I have to spend some time to learn how to use them.

-I frequently use AI for preparing the lesson.

-Not much daily tasks were given to AI.

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Pro-ai vs Against ai in Ss' learning (1-5): 3 Justification:

1 - as always, we should embrace technologies rather than being overwhelmed by technological advancement, nor we should isolate ourselves from the discussion
2 - the more recent form (popularised version) of ai is the already the next sea-change after the internet (2.0) and it is already part of our physical and virtual (learning) environment (also see above); should one chooses to isolate it, one is potentially forcing oneself out of context
3 - the risk of potentially missing out on "new" content outweighs the benefits of sticking with the traditional way of learning

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8MR Language Acquisition Class_ Progress Snapshot

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Inquiry 8 - Y8 Expansion of Algebraic Functions

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Inquiry 8 - Y8 Expansion of Algebraic Functions

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1. Learning Goals Snapshot

- algebraic concepts

- expansions and transformations

-  problem-solving skills

2. Current Checkpoints

- quick quizzes

- in-class exercise

3. Assessment Wins

- interactive

- provide a change of mode of study (from purely listening to giving outputs)

4. Assessment Challenges

- quizzes that are anonymous would not be able to provide me insights on each of their individual abilities

- I could try and make those quizzes anonymous among themselves, but I can access their responses individually

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Learning Goal:

Students should understand the products of photosynthesis and be able to design a fair test to prove the occurrence of photosynthesis.

Current Point:

By reviewing their lab reports and correctly stating the variables of the experiment they designed.

Assessment Wins:

Engaging in activities like cooking instant noodles to learn how to conduct a fair test by investigating how to cook noodles to achieve a desired chewy texture.

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Rating myself for AI in student learning

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Rating myself for AI in student learning

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Rate: 5

Completely Pro AI in Student Learning

1. AI is everywhere; it’s unavoidable.

2. The key issue is how to use AI critically.

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AI teaching and learning resources - (to refer) 

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AI teaching and learning resources - (to refer) 

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The rise of AI like ChatGPT forces us to rethink learning and integrity. While it offers tools to enhance creativity and efficiency, unreliable detectors risk harming trust when students are falsely accused of cheating. This tension reveals a deeper need: education must evolve.

Instead of policing AI use, we should redesign assessments—focusing on process, critical thinking, and real-world skills. The goal isn’t to resist technology but to harness it responsibly. Clear guidelines, teacher-student collaboration, and ethical discussions can turn AI from a threat into an ally.

Ultimately, education’s value lies not in perfect outputs but in cultivating adaptable minds. AI won’t replace learning—but how we integrate it will define the future of fairness and innovation in schools.

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UNESCO :Guidance for generative AI in education and research

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UNESCO :Guidance for generative AI in education and research

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Guideline for the Use of Generative AI in Primary and Secondary Education (Japan)

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Intelligence (AI) in student coursework

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Evaluating 13 scenarios of Artificial Intelligence (AI) in student coursework

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INTELLIGENCE (AI) TOOLS

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THE IB AND ARTIFICIAL INTELLIGENCE (AI) TOOLS

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Using AI and Research Tools the Right Way (1)

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Setting an AI policy for schools and students is critical and urgent. As AI tools increasingly impact education, we must establish clear ethical guidelines, foster AI literacy, and ensure equitable access. Without action, misuse and inequities may grow, undermining learning.

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Challenges:

1. Fairness vs. Flexibility: Strict AI bans in creative subjects (e.g., Arts) may limit experimentation, while loose rules in STEM could enable dependency.

2. Detection Gaps: Current tools can’t reliably spot AI use in coding/math, risking unfair enforcement.

Question:
How can schools tailor AI policies to each subject without creating inconsistency or confusion?

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3 things I've learnt

i - the local HK edu authority does have some basic policies on the recommended usage of ai in the education sector

ii - we have a number of departments who are taking a forward-thinking approach to teaching the above to our junior secondary students

iii - I have been doing something right with the related policies in my lesson planning

2 questions

i - who need to spearhead the implementation such policies?

ii - how should such policies be monitored and by whom?

1 challenge

i - consistency of such implementation

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3 things I learnt:

1) understand the policy, and guide students to refer the policy

2) understand the limitation of AI

3) stress that use in a proper way( citation etc)

2:

1) How to assess whether students follow the policy

2) how to set the rules about AI in class to MYP studnets

1:

How to choose AI for different purpose and how to check the Authenticity

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3 - Ethics awareness in using AI; How AI can support teachers and students and teachers in learning and assessment; Using AI to enhance personalised learning

2 - Ethics, Policies

1 - How can school continuously develop AI policies to suit the school, educator and student needs?

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3 Things I have learnt:

-Pay attention to the the policies (International, Regional, School)
-Usage of AI in the future
-Keep learning the AI tech

2 Questions:

I have -How to find the best AI for teaching?
-How to use more AI intensionally?

1 Thing I have challenge

-Design the assessment by using AI

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3-2-1

3 things learnt:

-the analogy of AI support, parent support and tutor support

-the similarities between the emergence of Google search and generative AI

-the framework of AI Literacy

2 questions

-What are the steps to create a school-wide approach in using AI in student learning to cater to personalised learning?

-What education programmes can be provided for parents about using AI in student learning?

1 challenge

-The school-wide approach to using AI in student learning will not be built in one day.

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Presentations:

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Studying these principles has been a profound reminder that technology is never truly neutral. An AI system is a mirror, reflecting the values, priorities, and—unfortunately—the biases of its creators and the data it consumes. This exploration moved beyond technical specifications into the heart of what it means to build equitable and respectful tools for human learning.

My key takeaways are:

1. Accessibility is a Foundation, Not a Feature: The question "Is the system accessible by everyone without barriers?" is a powerful litmus test. It immediately shifts the focus from mere functionality to universal design. It forces us to consider the full spectrum of human experience—ability, language, socioeconomic status, and age. True innovation isn't just about what the AI can do; it's about ensuring that everyone can benefit from it.

2. Fairness is a Process, Not a Destination: I’ve moved from seeing bias as a static "flaw" to be fixed, to understanding it as a dynamic risk to be continuously managed. The most important procedures aren't just the technical ones for detecting bias in data, but the human-centric ones: feedback mechanisms, ethical review boards, and transparent documentation. This is not a one-time checklist but a cycle of auditing, learning, and adapting.

3. Respect is Designed, Not Assumed: The question of whether an AI treats learners respectfully by adapting to their individual needs struck a chord. It frames the goal not as creating a smart tool, but as creating a respectful digital partner in learning. This means building systems that are humble enough to acknowledge their limitations and flexible enough to serve the unique human in front of them.

4. My Role is Critical: Whether as a developer, educator, policymaker, or simply an informed user, this material underscores my responsibility. I must be a critical consumer and a vocal advocate. I can ask tougher questions of technology providers, provide clearer feedback on biased outcomes, and always centre the needs of the most vulnerable learners in any discussion about AI.

This study has ultimately reinforced that the goal of educational AI isn't to create the most powerful algorithm, but to foster the most empowering and inclusive learning environment. The real measure of success won't be the model's accuracy, but its equity.

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Most important thing: bias, and use pro and cons of using AI.

Most excited: some new AI platform

most concern: how should education shift to fit the new era of AI.

The application of AI in subjects area

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1) The most important things I have learnt: How to prepare students and ourselves to critically use the output provided by AI tools

2) The most excited part about using AI: How AI can enhance teachers' efficiency in lesson planning, teaching and planning; to look for time to explore various AI tools that are relevant to my subjects and year levels

3) Most concerned: academic integrity and how to sustain our critical thinking when using AI

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1. AI is great. 2. AI needs to learn from humans, and humans need to learn from AI. Ultimately, engineers will stop AI from learning. 3. We should guide students to learn using AI, not just learning the knowledge it provides.

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In this workshop, I learnt that having policy guidelines about the use of technology and AI is very important to students and teachers. one thing I would be worry and concern about is how the students use AI tools properly, hopefully they will not using it to make fun of other classmate and peers.

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1. Build the AI policy for our school

2. Introduce more AI tools for teachers to use

3. Are those platforms easy to use for all teachers

4. Develop AI using in the whole school

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Dear Michael,

Over the past two days, I have immersed myself in learning about AI in education—from understanding its safety and data protection to exploring its practical uses, benefits, and challenges in the classroom. This workshop has not only deepened my knowledge but also strengthened my connection with the team, creating a supportive community eager to innovate together.

I am genuinely excited about integrating AI tools in my classes this upcoming academic year. The possibilities for enhancing student engagement and personalized learning feel inspiring. At the same time, I remain aware of my students’ concerns about the potential overuse of AI, especially regarding academic honesty. Addressing these worries thoughtfully will be crucial to fostering responsible and ethical AI use.

Moving forward, I want to continue expanding my AI expertise through ongoing professional development, collaboration, and hands-on experimentation. Staying curious and open will help me harness AI’s full potential while navigating its challenges wisely.

Here’s to a year of learning, growth, and meaningful innovation!

Best,
Your future self

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Before we use the AI, we should understand that it will definitely help us to some extent, however we cannot be controled bby it and rely on it too much. Also, we should understand its limitation and lack, as a teacher, we should guide our students use it in a proper way. I am looking forward to making advantage of AI in my teaching and my own learning in education.

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How to keep the pace of developing AI in sense of assisting instead of substituting various roles of human is a concern. Applying AI in classroom learning is a trend. As educators, we should reflect on how we can deliver the lesson with conventional teaching techniques in line with AI assistance.

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most important thing:

peer discussion and exploration of different AI tools

most excited: experience from other colleagues

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I learned various AI tools which help me in my teaching. Also, I know the importance of the AI policy.