Ke Fan: Students are using AI but don't know how to use it well. Students find it helpful but there is a lot for them to learn. They need a clear purpose. It could make students lazy if used incorrectly.

AI can be used to guide and improve, not to create.

They feel they will learn better. A way to ease stress overload/

One example: instead of reading a book, students can create / access summaries.

Students can also use AI apps as a teaching tool.

Some students feel that if their teachers use AI, what is the point of having a teacher.

Instant feedback on assessment practice is a big appeaL.

Whereas the better students they use it they use it to brainstorm and for their drafts their responses are more refined

Ke Fan: School use of AI (not encouraged by DET for students) vs universities encouraging it. Problems in universities with AI generating work.

2nd part of q : find qs via discussion forums to improve our use of AI

• academic overload (as a 'shortcut')

• if there is a lack of modeling / rubric for tasks showing them how to compose a text

• to look up words / expressions

• to check for accuracy

• out of worry that their current skills are not good enough to achieve good marks

• to get feedback on & enhance their work

• to research, get information & ideas

Students with reading difficulties could content content read aloud to them (for example).

For the higher students it's to refine their work.

To know which each option is best we can give students a few options

Research project- helps to process many sources quickly

Don't have to do too much thinking

Structured responses are there

It is also less effective in languages other than English, which in turn may contribute to the narrowing of diversity in culture and language:

• extend vocabulary (e.g. lists of topic specific vocabulary, cognates)

• get actionable feedback on their written work (structure, variety of expressions, clarity of ideas)

• compare levels of grammar

• create study plans

• help with email communication with teachers

Some students struggle to come up with ideas for their speaking and writing tasks. We recommend that they use AI to generate ideas in English first, and then try to construct their speech or writing in Japanese.

AI creates environmental damage - resources needed to run the data centres are enormous. Some students are reluctant for this reason.

The challenge of teaching students what reality is as opposed to what they see online, which is often arifically generated, such as images of others.

Student is now aware of the impact and ethical use of AI and they have improved in due to the effective use of differente tools keeping the human component and the learning process as the liveline.

We can train them as critical thinkers, flexible, able to know how to learn.

Using AI to support creative tasks can be very effective. Examples: Picture book - AI Images

• Locate main ideas in a text

• Sentence starters to co-create work

• Ethically use of to create/generate new ideas

• Learning how to create revision activities

It has been introduced so quickly and education systems are struggling to catch up. We need to create the right conditions for students to achieve. If tasks are too difficult, students will be more tempted to use AI tools.

• Giving guidance to the students of how to use and not to use AI   - teach them to question AI creditability and critical thinking

• We can use AI for preparing resources, lessons plan and assessments

• Use as a tool for saving time but not be too reliant 

• Use for time saving

• Use for generating ideas for exam writing

• Get ideas about lesson day ideas

• Be mindful and remind students and ourselves that AI is not completely free

• Promote the idea that students' work should be authentic 

• Promote the idea that process of learning including making mistakes is important.

• Protect the idea that speaking lessons important

• Teaching skills based approach ( scaffolding, breaking information into smaller steps according to the individual needs)

Unfortunately they do not enter the appropriate criteria to produce texts that may in the end be helpful. If we can teach them to enter parameters of context, audience, purpose, topic vocabulary etc, this will get them thinking more and be working together with the AI tool they choose.