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How much an we trust AI in terms of te ao Māori. Does it deal appropriately with concepts of whakapapa, Whenua, whānau?

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How might AI support equitable outcomes? 

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How might AI support equitable outcomes? 

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The students that are already engaged will take off. The key is to enable those students that think they 'can't do it'. Let's engage the outliers.

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Differentiation, the ability to discuss alternative viewpoints and ideas, introduce new concepts.

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Could it check teacher slides, task sheets etc for clarity for different students?

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Differentiation - teachers to use to deliver, students to use for summarising

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It can produce amazing feedback for students. If not prompted properly it might not use correct language, feedback etc. could NCEA create a closed source AI to mark assessments to reduce teacher variability? Especially in subjective subjects like music composition? Reduce teacher workload and more consistency.

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Comes up with different activities that you can adapt that you might not have thought of. Creating a unit plan with parameters can be really successful and then you adapt.

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Giving more one on one time, engaging content, creating tasks and assessments, differentiation of resources.

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If a student becomes frustrated because they are not understanding, can the chat bot react and adapt its teaching methods? Does it allow enough thinking time for students? Could this be programmed?

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<aside> 💡 Editorial Policy - Commercially related links or referrals are usually not shared in the Kete. It has also been decided not to reference or share Data Sovereignty articles as we think this could divert away from the purpose of this AI specific resource.

</aside>

The Basics - click the triangles below to reveal content.

Defining AI:

Common examples of AI that we currently use in everyday life:

Who is this Kete for?
Target audience: Māori who have little to no knowledge about AI.
What is the purpose of this Kete?

To provide a trusted source of credible & freely accessible information and resources about AI.

To help educate and inform our communities.

<aside> ℹ️ Info, Content & Resources below - scroll DOWN to view a Kete, then left or right to find a Pou ( pillar of knowledge), find your knowledge level ( Learner, Intermediate, Expert), then simply click on a card to view it.

</aside>
Info, Content & Resources Info, Content & Resources (1)

Disclaimer: We, the "curators" of this page, are aligned with the belief that responsibly sharing AI knowledge by publishing educational materials, best practices, and research enables more people to develop useful and beneficial AI resources and applications, while avoiding AI pseudoscience. We have no loyalty or allegiance to any one platform, system, organisation or entity. We do not receive any fees or funding from any entity, in fact, all the work we have done so far in the creation and curation of this online resource has been 100% voluntary and therefore unpaid. We are fully committed to providing a trusted source of credible & freely accessible information and resources about AI.

Get in touch: Have we missed anything? If you'd like to submit something to the Kete, send us an email here - [email protected]

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Curated by Dr. Karaitiana Taiuru and Lee Timutimu.

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Currently using Dr Ian Hunter's "Writers Toolbox" which uses AI  to provide instant feedback feedforward & differential student writing

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Currently using Dr Ian Hunter's "Writers Toolbox" which uses AI  to provide instant feedback feedforward & differential student writing

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Writer's Toolbox is an educational writing programme powered by patented AI. Designed to help students master writing-without doing the work for them-Writer's Toolbox gives real-time, individualised feedback at scale: in every topic, for every student, at their most teachable moments.

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The Complete System to Transform School Writing Results | Writer's Toolbox

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Guiding thousands of teachers and students, Writer's Toolbox is a proven success. Double state NAPLAN growth in Australia. Double writing effect scores in New Zealand.

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There's an interesting tool called AVW space out of UC. Its now been reframed for on job training. However, I think using AI in interactive video to help students stay engaged would assist in teaching students with shortening attention spans.

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I'd be interested to know what tools are available to Kura Kaupapa Māori schools. Papa Reo is an interesting API and I hope to see more EdTechs providing tools that span all kura and all curriculum.

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If you are interested in joining the community of practice, please enter your contact details below.

We are aiming to meet once a fortnight to discuss practical examples of AI in education with the intention of collaborating on a research project that will explore how learners are implementing AI in their learning. We will start a Slack group as well to support collaboration.

If you have any questions, please email Tim at tim.gander@academyex.com

Please share this with any colleagues who might also be interested. This is an open group, and we welcome anyone teaching in schools in New Zealand!

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If you are interested in joining the community of practice, please enter your contact details below. We are aiming to meet once a fortnight to discuss practical examples of AI in education with the intention of collaborating on a research project that will explore how learners are implementing AI in their learning.

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Practice-based reflections on learning and teaching. Click to read Future Learning, by Tim Gander, a Substack publication. Launched a year ago.

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Māori Artificial Intelligence Advisory Panel

The AI Forum NZ is committed to our purpose to ensure that we embed Te Ao Māori in our work. To ensure that Māori has a voice, we are establishing 'Te Kāhui Māori Atamai Iahiko' a Māori Advisory Panel in AI. The role of the panel will be to advise and support our organisation with ensuring our a Te Ao Māori purpose and explore the impact of AI to Māori peoples. Our Advisory panel will ensure that the voices of Māori will be heard bringing to life our commitment to help harness the power of AI to enable a prosperous, inclusive and equitable future Aotearoa.

Meet Our Advisory Panel:

Megan Tapsell | AI Forum Chair

She has a background in Law and Māori, and has predominantly worked in the finance and technology industry across the UK and NZ for the last 19 years. Megan holds the role of Head of Technology for Retail, Business Banking & Wealth at ANZ NZ. She is predominately passionate in Māori matauranga (knowledge) in the workplace and local community, actively participating tutoring kapahaka at the local school and conducting language lessons within the workplace. She additionally has a role on the Advisory Board of the Navilluso which is part of the iMoko foundation. Megan aso acts as a member on the Māori sub-committee for the AI Forum.

Dr Karaitiana Taiuru | Kāi Tahu/ Ngāti Kahungunu/Ngāti Toa

Mātauranga & Kaupapa Māori Authority/Consultant/Researcher & Tikanga Ethicist with: Justice/Health/Data/Robotics & AI

A nationally recognised Mātauranga and Māori IP expert, while also internationally recognised by academics and media with expertise in: Data Sovereignty, Maori Ethics with emerging technologies, and Digital Colonisation.My recognised expertise in Intellectual Property Rights utilises my upbringing in te Ao Māori.

Sara Cole Stratton | Founder of Māori Lab - Ngāti Hine, Ngāti Kahu - Bringing Indigenous Know-how, Know-WHY to create ethical, responsible, inclusive AI systems.

Having finished my Masters, "A Māori lens on digital technology", last year, coupled with the work on the World Economic Forum's Future Council, AI Fairness, and with the reality of a Covid-19 world, I am convinced that Māori and indigenous values and knowledge are desperately needed to lead the way to new horizons, just as we were ready 180 years ago. Our unchanging 'ethics', values of sustainable relationships, planet, people, and profit to drive that purpose, are what are being looked for in corporations, Governments, individuals, as they look for guidance in this disruptive world. And as we all go forward in this 4th Industrial Revolution of AI, who better to lead the way to harnessing this mighty technology than those who have harnessing great power in our DNA.

"Artificial intelligence has the potential to save lives and to protect our earth mother, Papatūānuku, but we can't help but feel like we've seen this before. Last time a white man came here with such promises, they were never kept. This is yet another contact period, and we have grown weary, because tangata whenua fears are often the first to be silenced." Arihia Hall | Ngā Hinepūkōrero Spoken Word
AI Summit 2022

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Kāhui Māori Atamai Iahiko: Māori Artificial Intelligence Advisory Panel - AI Forum

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Kāhui Māori Atamai Iahiko Māori Artificial Intelligence Advisory Panel The AI Forum NZ is committed to our purpose to ensure that we embed Te Ao Māori in our work. To ensure that Māori has a voice, we are establishing 'Te Kāhui Māori Atamai Iahiko' a Māori Advisory Panel in AI.

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Get reliable information everywhere, explore the web while reading and receive instant answers to your most complex questions.

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Lumen5 Video Maker | Create Videos Online in Minutes

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Social video marketing made easy. A video maker that turns text into video marketing content in minutes.

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Lumen5 is a video creation platform designed for brands and businesses to produce social video content for driving audience engagements online. The platform is powered by artificial intelligence and enables anyone without training or experience to easily create engaging video content within minutes.

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All devices with the same username and password will synchronise lists. Your list is encrypted on your devices using your username and password. It can not be seen or decrypted by admins or anyone who doesn't have your credentials. Synchronization is not instant, it can take a few seconds for your changes to come through on other devices.

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Riff's upcoming AI-mediated synthesis feature will allow educators to analyze and evaluate students' reflections collectively and longitudinally, helping them assess learning goals, track progress, and identify new learning outcomes.

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Riff | Sharpen your Reflective Skills with AI

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Reflecting with AI: A Tool to Develop Human Intelligence

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Botpress | the Generative AI platform for ChatGPT Chatbots

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Build ChatGPT chatbots faster with Botpress. An intuitive building experience powered by the latest in LLMs and GPT by OpenAI. Get started for free

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ChatGPT helps you get answers, find inspiration, and be more productive.

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As we approach the end of this year, numerous organisations are grappling with the task of creating their AI policy for 2024. Artificial intelligence is revolutionising every aspect of our society, from education to healthcare to businesses. However, the pivotal question that needs to be answered is how can we ensure that AI is used ethically, responsibly and equitably? How can we balance the benefits and risks of AI for different stakeholders and scenarios? These are some questions that schools, departments and workplaces need to address in their AI policy.

One way to approach this task is scenario planning, which helps us imagine and prepare for different possible futures. Scenario planning can help us identify the opportunities and challenges that AI may bring and the actions and strategies we need to take. I was introduced to this approach by John Bai at ASCILITE 2023. John and his team invited educators working in higher education to evaluate four strategic scenarios of possible AIEd applications developed based on critical macro-and meso-factors. The research found that it takes a collaborative approach to unpack the complexity that applying AI in education requires. You can read more about John's study here, as well as the scenarios that he used here: View of Future prospects of artificial intelligence in education (ascilite.org)

In this post, I will share four scenarios illustrating how AI could impact different elements of education in 2024. Feel free to modify and adapt the scenarios to fit your context.

One thing that John and the team worked on in-depth was how they developed the scenarios; they developed five strategy elements from a diverse range of AI readings and then discussed the future options that could apply to each strategy. They then added the elements and options into a morphological box, which supported them in breaking the complexity down into a more manageable system. They could then investigate the total set of possible relationships or configurations between the elements. I am not suggesting that you do this, and I did not do this either. However, I did not want to simplify the work that had gone into the study. This approach might be worthwhile if you have specific values or goals that you would like to include in your scenarios - it is well worth looking at John's paper for more guidance. However, I tried a different approach to developing scenarios, the same method that anyone short on time at the end of the year would use... GenerativeAI!

I used the scenarios from John's article, Bing Co-pilot and some editing to come up with the following scenarios. When I facilitate this session, I will split the room into four groups to discuss their scenario, ask each group to present the scenario and their thoughts and then ask the whole group the broader questions. There are some similarities in the scenarios, and I hope these come out in the more general discussion. It would be interesting to see how this worked with different groups, for example I think students would have some great perspectives.

A student uses an AI tool to generate a poem for their English assignment. The tool uses natural language processing and deep learning to produce original and diverse poems based on a topic or theme. The student submits the poem as their work without acknowledging the use of the tool or the source of the poem. The teacher suspects that the poem is not the student's original work and uses a plagiarism checker to verify it. The plagiarism checker finds that the poem was created with AI.

Some possible questions for discussion are:

How should the teacher handle the situation? Should the teacher confront the student and ask them to explain their work? Should the teacher report the student to the school authorities and impose any penalties or consequences?

How should the student be educated and guided about the ethical and academic issues of using AI tools to generate content? Should the student be taught how to use AI tools responsibly and appropriately? Should the student be encouraged to develop their own creativity and skills in writing poems?

Broader discussion:
A teacher uses an AI tool to create and curate the content and resources for their students. The tool uses generative models and deep learning to produce and select various types of content and resources based on the topics and objectives of the curriculum. The tool also verifies and validates the quality and relevance of the content and resources using web search and fact-checking. The teacher uses the content and resources generated by the tool without reviewing or modifying them. The students find some content and resources inaccurate, outdated, or inappropriate for their learning.

Some possible questions for discussion are:

How should the teacher handle the situation? Should the teacher apologise and admit their mistake to the students? Should the teacher revise and update the content and resources generated by the tool? Should the teacher seek feedback and suggestions from the students on improving the content and resources?

How should the teacher be educated and guided about the quality and reliability of the content and resources generated by AI tools? Should the teacher be taught how to evaluate and verify the content and resources generated by AI tools? Should the teacher be encouraged to use their own judgment and expertise in creating and curating content and resources?

Broader discussion:
A parent has developed a GPT to support their child's learning and performance as the student is behind with their work and does not have access to private tutoring or extra support. The tool has been designed to guide the student through the learning process without providing the correct answer directly. It offers personalised feedback and guidance based on the student's performance and progress. The tool also adapts the curriculum and the teaching methods to suit the student's individual needs and preferences.

The student has become reliant on the tool for learning and assessment activities without consulting or collaborating with their teacher or peers. However, as a result, the student's skills and attainment have improved drastically beyond curriculum expectations. Their confidence has improved, and they are more motivated to engage in class. Other students are asking if they can use the tool.

Some possible questions for discussion are:

How should the teacher handle the situation? Should the teacher intervene and communicate with the student and parent about the use of the tool? Should the teacher suggest that all students should be able to access the tool? Should the teacher attempt to create the tool for the whole class, how would other parents feel about this?

How should the student be educated and guided about the benefits and limitations of using AI tools to assist their learning and performance? Should the student be taught how to use AI tools effectively and appropriately? Should the student be encouraged to develop autonomy and agency in their education?

Broader discussion:
A teacher uses an AI tool to assess and evaluate the performance and progress of their students. The tool uses computer vision and speech recognition to capture and analyse the students' work and responses. The tool also uses data mining and analytics to generate and provide scores and feedback to the students and the teacher. The teacher uses the scores and feedback generated by the tool without reviewing or modifying them. The students find some scores and feedback unfair, inconsistent, or irrelevant for their work and responses.

Some possible questions for discussion are:

How should the teacher handle the situation? Should the teacher apologise and admit their mistake to the students? Should the teacher revise and update the scores and feedback generated by the tool? Should the teacher seek student input and suggestions on improving the assessment and evaluation?

How should the teacher be educated and guided about the fairness and validity of the scores and feedback generated by AI tools? Should the teacher be taught how to evaluate and verify the scores and feedback generated by AI tools? Should the teacher be encouraged to use their judgment and expertise to assess and evaluate the student's work and responses?

Broader Discussion
You could also create other scenarios about students using AI to create deepfake images of their teachers or peers, age restrictions on certain tools and open access on others, and students using VPN servers to still access tools even if the school restricts them. The possibilities really are endless.

Hopefully, the scenarios I have shared today will prompt deep dialogue and initiate an urgent discussion on how guidelines on generative AI use could be developed within the school community. If you have any other scenarios or have tried this approach, please let us know in the comments.

In my next post, I will share my thoughts on what a flexible and supportive AI use policy could look like.

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What If? Using Scenarios to Imagine the Future of AI in Your School and Beyond

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Four different scenarios to use and adapt in your context

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Artificial Intelligence (AI) is likely to have an increasing impact on education systems over the coming years. Te Tāhuhu o Te Mātauranga is developing policies and advice about this to ensure the system is well prepared. In the interim, here are some initial points that schools and teachers should be aware of.

What is ChatGPT?

ChatGPT has been all over the media in recent times. So what exactly is it?

ChatGPT is a type of artificial intelligence called 'generative AI'.

Its creators, OpenAI, use very large mathematical models to process vast amounts of text that is available on the internet so it can provide responses to prompts in any form, such as answers to questions, essays, poems, or even lines of code. ChatGPT creates text that appears useful and accurate. The complexity of the model is why the same prompt can get slightly different results.

There are other free to use large language models like ChatGPT, such as Chatsonic, Youchat, BingAI, as well as paid versions, and more are being developed. Other AIs generate images, like Midjourney and Fotor. Some AI will be embedded in software that we use regularly, like search and word-processing tools.

Concerns have been raised both within Aotearoa and internationally about the implications of large language models and image generation AI for education, cyber security, and data-privacy. ChatGPT is being reviewed by European and Canadian privacy regulators.

An emerging concern is that the use of data from the internet to train generative AI systems may breach copyright laws.

Using Generative AI in school

Many educators are already using AI tools effectively to support teaching and learning, and we will be sharing examples of these as we learn more.

Some examples are in links on this page. PLD providers and tertiary institutions are offering short courses and learning opportunities for teachers about genAI tools, both general introductions and how to use them for specific learning areas or approaches.

Considering the issues below will mean that you will be keeping yourself and your ākonga safe as you develop expertise with these exciting new tools.

Be aware before you use

AI tools provide great opportunities for teaching and learning, but educators need to be aware of the limitations and risks before they jump in.

These tools are still experimental and the risks and potential harms of these are still not well understood. New Zealand's Office of the Privacy Commissioner has released expectations for agencies about using generative AI, which principals and teachers should be mindful of.
Office of the Privacy Commissioner - Generative Artificial Intelligence(external link)
It is worth being aware of the guidance to the New Zealand public service and considering it when making decisions about genAI in your school.
Understanding the benefits of GenAI to the public service - NZ Digital(external link)
As noted above, there are concerns about genAI and intellectual property. The onus is on you to ensure any generated content you may use does not infringe on other's intellectual property or copyright law.

Lack of knowledge of non-dominant languages and contexts

Generative AIs like ChatGPT have been trained on content that can be freely accessed on the internet, and most of this content reflects contemporary, dominant cultures and languages.

This means that the tools may not be able to provide results that reflect indigenous knowledge, and in the content of Aotearoa New Zealand, will likely be weak on Mātauranga and Te Reo Māori.

The tool may produce results with errors and biases which can reinforce existing inequities.
Speaking my indigenous language with new AI - Te Ao Māori News (external link) Māori culture and language observations with ChatGPT - Dr Karaitiana Taiuru PhD, JP, ACG, MInstD, RSNZ (external link)
Age restrictions on use

As with any digital tool, teachers must abide by the terms and conditions of the AI tools they want to use with their learners.

For instance, to use ChatGPT you must be at least 13 years old, and if you are under 18 you must have your parent or legal guardian's permission. The terms of use for ChatGPT and any services using its API are clear that you must not send it any personal information of anyone under the age of 13.

Requiring ākonga to use ChatGPT or another AI tool must be consistent with the terms and conditions of the tool.

Avoid using personal data in genAI tools

Our advice is that the safest option for now is not to input or use personal data in genAI tools.

There is a risk that personal information entered into genAI tools is retained or disclosed by the genAI provider. The responsibility of complying with the Privacy Act 2020 lies with schools.

Large language models like ChatGPT are unreliable

Large language models compile text convincingly, but they do not understand what they have created.

They can invent facts and details, because services like ChatGPT are designed to create answers that are grammatically correct compilations of text, based on predicting what word should come next in a sentence.

OpenAI, the developers of ChatGPT, caution that ChatGPT sometimes writes plausible-sounding but incorrect or nonsensical answers and that fixing this issue is challenging.

ChatGPT 4 responses are generated based on a pre-existing dataset of information and patterns from a variety of sources available up until September 2021. ChatGPT doesn't have real-time internet access or the ability to browse the web. However, the new subscription-based ChatGPT Plus integrates with Microsoft's Bing search engine, which allows ChatGPT to provide real-time information to users.
Introducing ChatGPT - OpenAI (external link)
Don't use AI to make decisions about a learners' work

Using ChatGPT or similar tools for marking work can look promising, but teachers should be cautious of this.

Without understanding the basis for the judgements (i.e. seeing inside the algorithm), this can be unfair and discriminatory. It is the responsibility of teachers and the school to make final decisions on learners' work. Also, because of the way these tools 'invent' answers, sometimes they can be simply wrong.

AI systems trained off the internet have not seen enough work by children or young people to have a good understanding of what is appropriate for or expected of young people.

NCEA and ChatGPT

NZQA have provided advice specifically about reducing the risk of cheating in NCEA using ChatGPT or other AI tools.

Using AI checkers for assessments

As noted above, teachers should not rely on AI tools to make decisions about student work.

There are many AI detecting or checking tools available, some of which are marketed heavily to teachers. These may have some value, but anyone using them needs to be aware of the risks and caveats.

AI plagiarism checkers are not fool proof. AI detection tools will struggle to keep up with the ability of AI to draft text in the style of a student. AI detection tools can also generate false positives, which means they identify something as AI generated when it is not.

False positives and true positives cannot be told apart without using a different method, such as discussions with the student. This means you should not rely on AI based detection tools to judge whether a student has breached assessment conditions.

Teachers are best placed to make judgments about the authenticity of ākonga's work and should employ a range of strategies to support such judgements. School assessment policies should be clear about these strategies and the processes to follow if a teacher suspects unauthorised use of generative AI.
Understanding false positives within our AI writing detection capabilities - Turnitin(external link) A Hitch in Accurate Detection of AI-Written Content - Psychology Today NZ(external link) Turnitin says its AI cheating detector isn't always reliable - The Washington Post(external link)
So how might we use AIs like ChatGPT in schools?

As we have seen, there are opportunities and risks in harnessing AI like ChatGPT in the classroom.

However, through deliberate and discerning use by teachers there are opportunities to teach learners critical literacy, particularly supporting ākonga to question the accuracy of what they read as well as recognising bias. The curriculum is clear about the importance of critical literacy learning, including being literate in a digital space.

Although children and young people may not be able to access ChatGPT themselves, teachers can generate texts and use these with ākonga to support the development of their critical literacy skills. Teachers could also use a series of texts to support understanding of the effective use of prompts.

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ChatGPT and other generative AI tools: things to consider if you're thinking of using them at school.

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Australian Framework for Generative Artificial Intelligence (AI) in Schools

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Australian Framework for Generative Artificial Intelligence (AI) in Schools

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If you have trouble accessing this document, please contact us to request a copy in a format you can use.

We aim to provide documents in an accessible format. If you're having problems accessing a document, please contact us for help.

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Australian Framework for Generative Artificial Intelligence (AI) in Schools

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The Australian Framework for Generative AI in Schools (the Framework) seeks to guide the responsible and ethical use of generative AI tools in ways that benefit students, schools, and society. The Framework supports all people connected with school education including school leaders, teachers, support staff, service providers, parents, guardians, students and policy makers.

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OECD - Balancing the opportunities and risks - Nine principles

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OECD - Balancing the opportunities and risks - Nine principles

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Full report from Tim and Bee

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AI in Education 2023: Understanding the impact on effective pedagogy, inclusive learning and equitable outcomes | He Rourou

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The integration of artificial intelligence (AI) tools in education has emerged as a significant paradigm shift. As we navigate this new landscape, it is essential to understand the adoption and use of these technologies in educational settings. Some valuable insights into AI’s global trends and potential in education are available from OECD-Education International (2023), highlighting a need to understand privacy concerns and equitable access. Guidelines and advice have also been made available for New Zealand schools from the Ministry of Education (2024). However, there currently needs to be more comprehensive studies of AI in education that focus on the specific context of Aotearoa, New Zealand.
This report seeks to meet that need. Educators from throughout Aotearoa were invited to participate in a survey conducted between August and November 2023. The survey aimed to assess the landscape of AI implementation in schools, exploring practices, challenges, and potential positive outcomes associated with AI tools in education. This research seeks to inform policymakers, educators, and stakeholders to facilitate informed decision-making to advance educational practices.
Through this research, we hope to contribute to the ongoing dialogue on AI in education and its implications for teaching and learning in Aotearoa.

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Kāhui Ako: Let's Talk About What Schools are Doing with AI

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Karakia Whakataki Ko te kawa o runga, Ko te kawa o raro, Ko te kawa ora, Ko te kawa ora E Rongo, whakairihia ki runga Turuturu o whiti whakamaua kia tīna! Tīna! Hui e! Tāiki e! ‘Tis the life essence of the sky ‘Tis the life essence of the land ‘Tis the life essence of enlightenment Together in un...