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In an age where technology continuously evolves, our approach to education must also adapt to leverage the tools available to enhance student learning outcomes. Among the most innovative advancements is generative AI, a powerful tool that, when used ethically and responsibly, can significantly benefit students. It has become clear to me over many conferences on the rapid immersion of AI tools, that we have a responsibility to teach our young people how to use the technology as an ethical assistant to learning. When you consider that our Kindergarten students will potentially enter the workforce in the 2040s after tertiary education, it鈥檚 near impossible to imagine the technocentric workplace they will encounter. Hence, we are committed to integrating technology in a way that aligns with our values and graduate goals; generative AI presents an exciting opportunity to model excellence and support student learning that prepares students for the workplace they will have to navigate in the future.

Generative AI encompasses a range of technologies, including machine learning algorithms and natural language processing, that can create content, generate ideas, and provide personalised learning experiences. For example, generative AI can tailor educational content to meet the unique needs of each student. By analysing a student鈥檚 learning style, strengths, and areas for improvement, AI can help teachers create customised resources and activities to stretch our BPL dispositions and create a bespoke level of challenge.

Moreover, generative AI can stimulate creativity by helping to flesh out student-generated ideas for projects, essays, and other assignments. For example, AI can help students brainstorm topics, outline their thoughts, and even provide writing prompts. This support encourages students to think critically and creatively, fostering skills essential for their academic and personal growth. AI tools can enhance students鈥� writing skills by offering grammar and style suggestions, helping them articulate their thoughts more clearly and effectively. Additionally, AI can assist students in learning new languages by providing translations, pronunciation guides, and conversational practice.

The goal for our secondary students is not to replace their critical thinking skills or responsibility to master content but it can assist them in elements of tasks that are not core to the marking criteria. For example, in English we have been experimenting with multimedia tools to help turn assessment essays into video essays after the exam, with visuals and AI voice-overs. These voice-over tools help to identify errors in grammar and punctuation as the AI is coded to read with the inflection of the punctuation; when the rhythm and cadence of the speech is in error, it鈥檚 clear to the student that their writing needs editing. The AI does not edit for them, it simply helps make the error evident to the student in a way they are unlikely to notice independently.

As we embrace generative AI, it is crucial to instil a sense of responsibility and ethical usage among our students. This includes understanding the importance of originality, the value of their own work, and the consequences of academic dishonesty and malpractice. We are working to make it clear to students when and how they can use AI tools and teachers are monitoring usage to prevent misuse. By fostering a culture of integrity and respect for intellectual property, we can guide students to use AI responsibly. Encouraging them to view AI as a supportive tool rather than a shortcut to success will help maintain academic standards and prepare them ethically for the workplace or further study.

Our commitment to ethical AI usage is grounded in the biblical principle of truth. As we look to the Manage quadrant of our BPL framework, we are called to work with virtue as we pursue excellence in all realms, including academic endeavours. Colossians 3:23 encourages hard work and ethical principles, urging us in 鈥淲hatever you do, work at it with all your heart, as working for the Lord, not for human masters.鈥� Paul鈥檚 teachings remind us that seeking truth and maintaining integrity are vital in all that we do.

Generative AI holds immense potential to transform teaching and learning as we know it, providing personalised, creative, and efficient learning experiences. We are striving to embrace this technology, while upholding our value for authenticity and the confidence we can maintain knowing the difference between truth and that which is artificial. By using AI responsibly as an assistive tool, we can inspire
and equip our students for a future where technology and ethics work in harmony.

Linda Hogan
Director of Teaching and Learning (K-12)