Artificial Intelligence (AI) has started to impact our everyday lives, from note-taking to reminders and creating images. If you haven’t heard of Chat GPT or other assistive tools yet, it’s only a matter of time. There are now 800 million weekly active users of Chat GPT – including teachers and students.
Alan Smeaton is a member of the Government’s AI advisory Council, whose role is to provide independent advice on AI policy and promote trusted, person-centred AI. When it comes to AI in education, he says different groups need to be considered.
“The first group is the third-level sector, and the impact of AI and education in universities and third-level colleges has been enormous, but also very uneven,” says Alan.
“There are some lecturers teaching modules and courses who are embracing generative AI. Then others almost want it banned.
“That can lead to students having a mixed message, because they’ll have a nine o’clock class with one lecturer using ChatGPT and then at 10 o’clock, they have another [person] saying, we’re banning it,” says Alan.
When it comes to policy and development, Alan isn’t overly worried about this sector as the Higher Education Authority (HEA) and the National Forum for Teaching and Learning, along with individual universities, have developed guidelines.
“They are educating the academic staff about how to use AI, when to use it, and when not to use it, and they make tools available,” he explains.
Alan Smeaton is a member of the Government's AI advisory Council.
Jim O’Mahony, Gen AI lead for teaching and learning in Munster Technological University (MTU), says it has been the biggest transformation in education that he has seen during his 25 years working in the sector.
“I think it has the potential to transform the way we approach education. There are wonderful benefits to it, but there are also incredible threats to the academic integrity of what we offer in courses,” he says.
The ability to have tools that can generate compelling content could impact students, especially in terms of deep learning, which is the biggest concern.
“We have to develop strategies to make the assessment process more rigorous. We have to change the way in which assessment is done. We have to embrace these technologies, whether we like it or not. It’s a bit of an open battle getting a lot of staff on board. Many are – but some are a bit resistant to engaging with generative AI,” Jim explains.
Jim is also working independently with the National Principals Association (at second level) and other educators on the ground to build practical solutions for them.
“The best system that we’ve come across is the AI assessment scale. It’s a five-step process where level one is absolutely no use of AI. Level five is full-blown AI, and then you have these other ones in between.
“We’re trying to get students and staff on board where they start adopting that five-point system. Instead of just giving students a regular essay, it’s an essay where they are told what level they can use. We’re trying to make people aware that it’s important to use these tools to support learning rather than replace it.”
Professor Jim O’Mahony.
Primary schools
It has been more than 500 days since then Minister for Education Norma Foley promised guidelines for schools on the use of generative AI in education. However, there are still none.
This is causing huge concern among teachers, principals and educators.
“As a result, there’s a very uneven treatment of AI across schools,” says Alan.
Some schools where principals are in favour of AI are using it regularly; in other schools, they might not have the resources, making it hard to access the tools.
A recent survey carried out in May by the Teachers Union Ireland (TUI) emphasised the “growing concern and lack of adequate guidelines and training on AI”.
Of the 1,000 members who responded, 85% believe that AI poses a threat to fairness, particularly in relation to assessments. Furthermore, 86% believe it would be difficult to differentiate between what is a student’s own work and what has been generated by AI.
Along with this, 93% believe that the Department of Education needs to provide training to teachers on the area, while 95% are of the opinion that more information and guidelines are required.
A spokesperson from TUI told Irish Country Living, “There was a stated commitment from the Department of Education and Youth to establish a taskforce to examine the appropriate use of artificial intelligence (AI) in teaching, learning and assessment.
“The TUI is already engaged with the Department on the establishment of this critically important taskforce, and we have made it clear that it must develop and recommend robust procedures to preserve and ensure the integrity and reliability of examination and assessment processes.
“It must also set out the infrastructural standards required in schools so that the required resources can be provided to ensure that there is equality of access to the integration of AI-enabled technologies, where they are approved,” the spokesperson said.
The TUI believe AI should only be used where it can compliment the work of the educator and enrich learning experience.
Principal upskilling
Paul Crone, director of the National Association of Principals and Deputy Principals (NAPD) emphasises it’s hard to quantify how AI is being used now in schools. He says it is a tool that some find a little scary and this is because they may not understand the implications of it.
“I know, teachers [and school leaders] would use this [AI] to help with planning and the administrative burden. Students, I presume, are using it as a research tool. The State Exams Commission has issued guidance in relation to the use of AI for state exams work.”
The NAPD has also launched a microcredential in AI for school leaders with MTU. It is helping principals get the most out of using AI, using it for positive reasons, as well as reducing the administrative burden.
“Let people make an informed decision, because there are a lot of positives that we can embrace, but it has to be done safely, and let’s try and do it in an informed way,” says Paul.
AI literacy in the workforce is another area where upskilling is needed.
“Since February, the EU AI Act is now the law in Ireland. It means a company which uses AI has to provide AI literacy training. That’s law now, and it worries me a little, because there’s a very uneven treatment of this.
“Some companies, technology companies and universities will be at the forefront of providing AI literacy courses or AI away days and others have done nothing,” says Alan.
The advisory council has worked with the Government on guidelines for the Department of Education, but the ‘wheels are turning very slowly’.
Paul Crone, director of the National Association of Principals and Deputies.
Irish Country Living reached out to the Department of Education for comment but there was no response at the time of going to print.
On 1 April 2024, former Minister for Education Norma Foley announced that her department was working on establishing comprehensive guidelines for teachers and educators on the use of Artificial Intelligence (AI) in the Irish education system.
Former Minister for Education Norma Foley said: “It is my clear intent that pupils and students in our primary and post-primary schools will be able to use generative AI for its potential benefits, while at the same time being supported to avoid becoming over-dependent on using it to do their thinking and learning for them. It is imperative that further research is conducted on the impact of digital devices on our classrooms and on their optimum use within our schools. This work has already begun and I look forward to its completion by the end of this year.”
To date, over 17 months since the above statement, the Department of Education have not released guidelines on the use of AI.
Artificial Intelligence (AI) has started to impact our everyday lives, from note-taking to reminders and creating images. If you haven’t heard of Chat GPT or other assistive tools yet, it’s only a matter of time. There are now 800 million weekly active users of Chat GPT – including teachers and students.
Alan Smeaton is a member of the Government’s AI advisory Council, whose role is to provide independent advice on AI policy and promote trusted, person-centred AI. When it comes to AI in education, he says different groups need to be considered.
“The first group is the third-level sector, and the impact of AI and education in universities and third-level colleges has been enormous, but also very uneven,” says Alan.
“There are some lecturers teaching modules and courses who are embracing generative AI. Then others almost want it banned.
“That can lead to students having a mixed message, because they’ll have a nine o’clock class with one lecturer using ChatGPT and then at 10 o’clock, they have another [person] saying, we’re banning it,” says Alan.
When it comes to policy and development, Alan isn’t overly worried about this sector as the Higher Education Authority (HEA) and the National Forum for Teaching and Learning, along with individual universities, have developed guidelines.
“They are educating the academic staff about how to use AI, when to use it, and when not to use it, and they make tools available,” he explains.
Alan Smeaton is a member of the Government's AI advisory Council.
Jim O’Mahony, Gen AI lead for teaching and learning in Munster Technological University (MTU), says it has been the biggest transformation in education that he has seen during his 25 years working in the sector.
“I think it has the potential to transform the way we approach education. There are wonderful benefits to it, but there are also incredible threats to the academic integrity of what we offer in courses,” he says.
The ability to have tools that can generate compelling content could impact students, especially in terms of deep learning, which is the biggest concern.
“We have to develop strategies to make the assessment process more rigorous. We have to change the way in which assessment is done. We have to embrace these technologies, whether we like it or not. It’s a bit of an open battle getting a lot of staff on board. Many are – but some are a bit resistant to engaging with generative AI,” Jim explains.
Jim is also working independently with the National Principals Association (at second level) and other educators on the ground to build practical solutions for them.
“The best system that we’ve come across is the AI assessment scale. It’s a five-step process where level one is absolutely no use of AI. Level five is full-blown AI, and then you have these other ones in between.
“We’re trying to get students and staff on board where they start adopting that five-point system. Instead of just giving students a regular essay, it’s an essay where they are told what level they can use. We’re trying to make people aware that it’s important to use these tools to support learning rather than replace it.”
Professor Jim O’Mahony.
Primary schools
It has been more than 500 days since then Minister for Education Norma Foley promised guidelines for schools on the use of generative AI in education. However, there are still none.
This is causing huge concern among teachers, principals and educators.
“As a result, there’s a very uneven treatment of AI across schools,” says Alan.
Some schools where principals are in favour of AI are using it regularly; in other schools, they might not have the resources, making it hard to access the tools.
A recent survey carried out in May by the Teachers Union Ireland (TUI) emphasised the “growing concern and lack of adequate guidelines and training on AI”.
Of the 1,000 members who responded, 85% believe that AI poses a threat to fairness, particularly in relation to assessments. Furthermore, 86% believe it would be difficult to differentiate between what is a student’s own work and what has been generated by AI.
Along with this, 93% believe that the Department of Education needs to provide training to teachers on the area, while 95% are of the opinion that more information and guidelines are required.
A spokesperson from TUI told Irish Country Living, “There was a stated commitment from the Department of Education and Youth to establish a taskforce to examine the appropriate use of artificial intelligence (AI) in teaching, learning and assessment.
“The TUI is already engaged with the Department on the establishment of this critically important taskforce, and we have made it clear that it must develop and recommend robust procedures to preserve and ensure the integrity and reliability of examination and assessment processes.
“It must also set out the infrastructural standards required in schools so that the required resources can be provided to ensure that there is equality of access to the integration of AI-enabled technologies, where they are approved,” the spokesperson said.
The TUI believe AI should only be used where it can compliment the work of the educator and enrich learning experience.
Principal upskilling
Paul Crone, director of the National Association of Principals and Deputy Principals (NAPD) emphasises it’s hard to quantify how AI is being used now in schools. He says it is a tool that some find a little scary and this is because they may not understand the implications of it.
“I know, teachers [and school leaders] would use this [AI] to help with planning and the administrative burden. Students, I presume, are using it as a research tool. The State Exams Commission has issued guidance in relation to the use of AI for state exams work.”
The NAPD has also launched a microcredential in AI for school leaders with MTU. It is helping principals get the most out of using AI, using it for positive reasons, as well as reducing the administrative burden.
“Let people make an informed decision, because there are a lot of positives that we can embrace, but it has to be done safely, and let’s try and do it in an informed way,” says Paul.
AI literacy in the workforce is another area where upskilling is needed.
“Since February, the EU AI Act is now the law in Ireland. It means a company which uses AI has to provide AI literacy training. That’s law now, and it worries me a little, because there’s a very uneven treatment of this.
“Some companies, technology companies and universities will be at the forefront of providing AI literacy courses or AI away days and others have done nothing,” says Alan.
The advisory council has worked with the Government on guidelines for the Department of Education, but the ‘wheels are turning very slowly’.
Paul Crone, director of the National Association of Principals and Deputies.
Irish Country Living reached out to the Department of Education for comment but there was no response at the time of going to print.
On 1 April 2024, former Minister for Education Norma Foley announced that her department was working on establishing comprehensive guidelines for teachers and educators on the use of Artificial Intelligence (AI) in the Irish education system.
Former Minister for Education Norma Foley said: “It is my clear intent that pupils and students in our primary and post-primary schools will be able to use generative AI for its potential benefits, while at the same time being supported to avoid becoming over-dependent on using it to do their thinking and learning for them. It is imperative that further research is conducted on the impact of digital devices on our classrooms and on their optimum use within our schools. This work has already begun and I look forward to its completion by the end of this year.”
To date, over 17 months since the above statement, the Department of Education have not released guidelines on the use of AI.
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