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What is Artificial Intelligence?

Artificial Intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. These processes include learning, reasoning, and self-correction. There are some really advanced AIs that can understand human speech, pictures, and even talk like a human. AI has been talked about a lot recently, but it was first introduced in the 1950's as part of machine learning, where scientists created intelligent computers and robotics that could learn from humans to increase their ability and accuracy.

With AI being talked about more and more, people have become concerned about how it will work and impact our use of technology. As with a lot of new innovations though, it's important that we don't worry. AI works by using special rules and patterns, much like how our brain works. It learns from lots of data and makes decisions based on what it has learned. The more data it gets, the better it becomes at making decisions, just like humans get better with practice.

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Designed and Developed by Will Earp, South West Grid for Learning Trust Ltd

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Artificial Intelligence and Online Safety

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Get information, guidance and support around the use of Artificial Intelligence in schools

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Artificial Intelligence - Staying Safe Online for Schools

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A parent's guide to artificial intelligence (AI) | Internet Matters

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Learn about popular AI tools and how you can use them to help your child and family build skills, develop creativity and have fun at home.

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Snap Chat AI Parents Guidance Wayne Denner

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Snap Chat AI Parents Guidance Wayne Denner

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Snapchat My Ai Chatbot

As technology continues to advance, AI chatbots have become increasingly popular in various industries, with applications ranging from customer service to entertainment. One chatbot gaining the top spot for attention in the last week is Snapchat My AI'. Not least because you cant turn it off. Well you can if you pay £3.99 per month but who pays for Snapchat??
Certainly not any children - or adults I know. Do you?

So let's delve into how Snapchat My AI works and look at some helpful tips for parents who want to discuss the use of this chatbot with their children.

How Snapchat My Ai Chatbot works

Snapchat My AI is an advanced chatbot that leverages the power of machine learning and natural language processing to understand and generate human-like responses.

The chatbot is based on the GPT-4 architecture, which is designed to process and analyse large volumes of data, enabling it to generate coherent and contextually relevant responses.

Snapchat AI relies on a vast knowledge database, which is continually updated as new information becomes available. The chatbot can analyse user inputs, understand the context and intent, and generate an appropriate response by selecting the most relevant information from its knowledge base.

It can also ask a user questions based on the location of the user to prevent this from happening you need to disable location sharing with Snapchat from the settings on your device simply turning on Ghost mode does not disable location.

Some of its features;

* Contextual understanding: Snapchat's AI can maintain context within a conversation, making it easier for users to have a natural and engaging experience.
* Advanced language capabilities: It can understand and generate responses in multiple languages, making it accessible to a diverse user base.
* Customization: Snapchat's AI can be customised and fine-tuned for various applications, including customer service, education, and more.

What are the issues

While Snapchat AI has made significant strides in providing an engaging conversational experience, there are some issues that users and parents should be aware of:

Inappropriate content: Like other AI chatbots, it can sometimes generate inappropriate or offensive content. This is mainly due to the nature of the training data and limitations in the AI's understanding of user intent.

Privacy concerns: Since AI chatbots learn from user interactions, there are concerns about user privacy and data security. It's essential to understand the chatbot's data handling practices and ensure that your child's personal information is protected.

Misinformation: It can sometimes provide incorrect or outdated information. This is particularly concerning when it comes to topics like health, safety or current events, where accuracy is critical.

In a recent post over on Snapchat's own website 'As with all AI-powered chatbots, My AI is prone to hallucination and can be tricked into saying just about anything. Please be aware of its many deficiencies and sorry in advance! All conversations with My AI will be stored and may be reviewed to improve the product experience. Please do not share any secrets with My AI and do not rely on it for advice'

Tips for Parents

Conversations around online safety & technology are important. As technology is always evolving keeping yourself up to date as a parent and engaging in regular conversations with your children is key
Here are some tips to get you started:
* Explain the technology: Begin by explaining how AI chatbots like Snapchat AI work, emphasising the importance of understanding that these chatbots are not human and are limited by their programming and the data they have been trained on.

* Discuss potential issues: Make sure your child understands the potential issues and risks associated with using AI chatbots, such as encountering inappropriate content or receiving inaccurate information. Encourage them to approach the information provided by chatbots with a critical mind and to verify any information they receive.

* Set boundaries: Establish clear boundaries for your child's use of AI chatbots like Snapchat's AI. This may include setting time limits, restricting access to specific devices, or monitoring their interactions with the chatbot.

* Encourage open communication: Encourage your child to come to you or a teacher with any concerns or questions about their interactions with AI chatbots. Make it clear that they can talk to you without fear of judgment or punishment.

And Finally;

AI chatbots like Snapchat's My AI have the potential to revolutionise the way we communicate and access information. They offer a range of benefits, such as providing instant support and facilitating learning. However, it's crucial to be aware of the potential issues and risks associated with their use, particularly when it comes to children.

As a parent, taking the time to educate yourself and your child about AI chatbots and their limitations is essential. By fostering open communication and setting clear boundaries, you can help ensure that your child has a positive and safe experience with Snapchat's My AI.

As technology continues to evolve, staying informed and vigilant will help you navigate the ever-changing digital landscape and support your child's growth in this rapidly changing world.

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Snapchat My Ai Chatbot is a new feature that can answer questions and & suggest recommendations but what about the risks and dangers.

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These resources provide topics and suggestions for starting and having discussions with neurodiverse young people about their online experiences. The films explore the challenges that neurodiverse young people may face online with regards to rigid thinking, discerning who or what is truthful online and situations that can lead to strong emotions.

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These resources provide topics and suggestions for starting and having discussions with neurodiverse young people about their online experiences. The films explore the challenges that neurodiverse young people may face online with regards to rigid thinking, discerning who or what is truthful online and situations that can lead to strong emotions.

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Resources linked to Education for a Connected World

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At school and at home

Teachers

Teachers who register with Digital Matters can download the free online safety resources, including lesson plans and slides, for each lesson. Learn more about the teacher's pack here.

Parents

Parents can access the Digital Matters platform without registering. They can access the free Parent Companion Guide to learn a little more about Digital Matters and the topic. This helps them support their child's school in keeping children safe online. They can then follow the Take Home activity set by their child's teacher, or they can lead their child through both sections.

Take home activities

Parents can choose to complete Once Upon Online with their child a second time. The different possible outcomes can help consolidate what their child learned at school. Alternatively, they can complete the journey on their own and compare with their child's journey.

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Free online safety resources for schools & families | Digital Matters

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Designed for home and school to engage young people in online safety through free interactive activities & dynamic storytelling. Created by Internet Matters.

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SWGfL questions for governors and trustees

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The importance of meeting the standard

Schools and colleges should provide a safe environment to learn and work, including when online. Filtering and monitoring are both important parts of safeguarding pupils and staff from potentially harmful and inappropriate online material.

Clear roles, responsibilities and strategies are vital for delivering and maintaining effective filtering and monitoring systems. It's important that the right people are working together and using their professional expertise to make informed decisions.

How to meet the standard

Governing bodies and proprietors have overall strategic responsibility for filtering and monitoring and need assurance that the standards are being met.

To do this, they should identify and assign:

a member of the senior leadership team and a governor, to be responsible for ensuring these standards are met

the roles and responsibilities of staff and third parties, for example, external service providers

We are aware that there may not be full-time staff for each of these roles and responsibility may lie as part of a wider role within the school, college, or trust. However, it must be clear who is responsible and it must be possible to make prompt changes to your provision.

Technical requirements to meet the standard

The senior leadership team are responsible for:

procuring filtering and monitoring systems

documenting decisions on what is blocked or allowed and why

reviewing the effectiveness of your provision

overseeing reports

They are also responsible for making sure that all staff:

understand their role

are appropriately trained

follow policies, processes and procedures

act on reports and concerns

Senior leaders should work closely with governors or proprietors, the designated safeguarding lead ( DSL) and IT service providers in all aspects of filtering and monitoring. Your IT service provider may be a staff technician or an external service provider.

Day to day management of filtering and monitoring systems requires the specialist knowledge of both safeguarding and IT staff to be effective. The DSL should work closely together with IT service providers to meet the needs of your setting. You may need to ask filtering or monitoring providers for system specific training and support.

The DSL should take lead responsibility for safeguarding and online safety, which could include overseeing and acting on:

The IT service provider should have technical responsibility for:

The IT service provider should work with the senior leadership team and DSL to:

procure systems

identify risk

carry out reviews

carry out checks

When to meet the standard

You should already be meeting this standard.

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Meeting digital and technology standards in schools and colleges

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Find out what standards your school or college should meet on filtering and monitoring.

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From KCSIE 2023, the DSL is asked to take lead responsibility for web filtering and consider the DfE standards. This page is to support your journey towards this - whether you are a beginner or have worked for years with your technical teams to better understand and effectively manage filtering - which is all about keeping children safe.

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According to Keeping Children Safe in Education, "Schools and colleges should consider carrying out an annual review of their approach to online safety, supported by an annual risk assessment that considers and reflects the risks their children face." This document is designed to help schools complete such an assessment.

It is vital that an online safety audit is neither treated as a tickbox exercise, nor viewed as a static report: it should be a living document that reflects the fluid realities of technological change, evolving harms and user behaviours. This means for example, the latest national, local and school trends and incidents that will be reflected in your training and policies (see the LGfL template OS policy for national trends we have identified over the past year).

Since the KCSIE 2023 changes specifying that the safeguarding lead has "lead responsibility for [...] understanding the filtering and monitoring" and which refer to the new DfE standards, including the need to "review filtering and monitoring provision at least annually", you may wish to use the filtering and monitoring sections of this audit to perform this review - we recommend it be carried out in the context of all other areas of online safety to ensure that filtering and monitoring support the curriculum, whole-school approaches, safeguarding team interventions and vice versa.

An online safety audit should be carried out by or with the safeguarding team, in recognition that "the designated safeguarding lead should take lead responsibility for safeguarding and child protection ( including online safety and understanding the filtering and monitoring systems and processes in place)" (Keeping Children Safe in Education 2023, emphases added). Even though curriculum responsibilities may lie elsewhere, a whole-school approach requires collaboration and a common understanding, so it is important that all sections are not carried out separately and then combined.

We recommend that results, conclusions and actions are incorporated into a school's overall safeguarding audit (also known as the Section 175 audit) and considered as part of a holistic, contextual safeguarding approach - not treated separately to offline issues.

This audit has been broken down into two broad sections:

We suggest you use the final column to add the evidence, links, details and when it was checked, plus risks and actions/mitigations (by way of documenting your risk assessment).

Feel free to edit this template and add your school logo but please do not remove the LGfL branding or copyright notice and rather than share the file, if you would like to share with other schools, ask them to visit onlinesafetyaudit.lgfl.net

Remember to share results with your school governors or trustees (as well as the safeguarding governor, the new need for a filtering and monitoring governor and broader standards give new relevance to them all seeing this document) to help them fulfil their oversight duties. We welcome feedback to help us improve the tool, via safeguarding@lgfl.net

* Safe School Systems has more detail than in other sections to help non-technical colleagues better understand technical issues. The length does not reflect relative importance to education and messaging.

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According to Keeping Children Safe in Education, "Schools and colleges should consider carrying out an annual review of their approach to online safety, supported by an annual risk assessment that considers and reflects the risks their children face." LGfL has created a document to help you complete such an assessment.

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Check from different devices

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Designed and Developed by Will Earp & Matt Rosser, South West Grid for Learning (https://swgfl.org.uk/)

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Test your Internet Filtering to see whether it blocks Child Abuse and Terrorist content, as well as access to pornography.

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The Brexit transition period ended on 31 December 2020. The GDPR has been retained in UK law as the UK GDPR, and will continue to be read alongside the Data Protection Act 2018, with technical amendments to ensure it can function in UK law. If you transfer or receive data from overseas please visit our End of Transition and International Transfers pages. You should make sure you can identify any data you collected before the end of 2020 about people outside the UK, for further information, see our Q&A on Legacy Data.

On 01 January, there will not be any significant change to the UK data protection regime, or to the criteria that compel DPIAs. This guidance draws on European resources which we still consider to be relevant, and so these resources remain part of our DPIA guidance.

We will keep this guidance under review and update it as and when any aspect of your obligations or our approach changes. Please continue to monitor our website for updates.

This guidance discusses Data Protection Impact Assessments (DPIAs) in detail. Read it if you have detailed questions not answered in the Guide, or if you need a deeper understanding to help you understand or complete a DPIA in practice. DPOs and those with specific data protection responsibilities in larger organisations are likely to find it useful.

The guidance has been revised to adopt the European Data Protection Board's 22/2018 opinion on the ICO's list of processing operations subject to the requirement of conducting a DPIA.

If you haven't yet read DPIAs in brief in the Guide to GDPR, you should read that first. It sets out the key points you need to know, along with practical checklists to help you comply.

Contents

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Data Protection Impact Assessments (DPIAs)

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DPIAs are a tool to help you identify and minimise the data protection risks of new projects. They are part of your accountability obligations under the GDPR, and an integral part of the 'data protection by default and by design' approach.

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Micro:bit posters available from https://microbit.org/teach/classroom-resources/microbit-overview-poster

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BBC micro:bit - the next gen: registration form

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UK primary schools: register here to get 30 free micro:bits.

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CTSA Subject Leader Network Meeting Autumn 2023

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Not an official source but a teacher has mapped out the progression of skills from their viewpoint. May be a useful starting point.