Randolph MacLean, the superintendent of the Anglophone East School District, believes that resisting the integration of artificial intelligence (AI) into New Brunswick schools is akin to attempting to hold back the tides of the Bay of Fundy – an impossible and unnecessary task. As society embraces the latest technological advancements, MacLean enthusiastically welcomes AI into the educational realm.
MacLean acknowledges that the traditional concept of school boundaries changed significantly with the introduction of personal computers in 1980. Subsequent advancements, such as wireless Internet and smartphones, paved the way for the emergence of AI as the next frontier in education. The New Brunswick government has established guidelines for AI utilization in classrooms, with MacLean’s district and two others developing supplementary guides to augment the provincial framework.
The guidelines, collaboratively crafted by MacLean, his team, and educational experts, span nearly 70 pages detailing the appropriate use of AI for administrators, teachers, students, and parents. Emphasizing the limitations and potential misinformation associated with AI, the guide presents a list of endorsed AI platforms, including School AI, Padlet, and Canva, alongside instructions for their effective utilization.
Numerous AI tools endorsed by the guidelines offer functionalities like note-taking, lesson adaptation, presentation creation, and problem-solving, facilitating enhanced efficiency in educational planning and resource discovery for teachers. Josée Gaudet, spearheading AI adoption in Northeastern Francophone schools, lauds the time-saving benefits these tools provide to educators, marking a significant shift in educational technology.
Acknowledging the transformative potential of AI in education, the guidelines underscore the importance of adequately preparing staff for its integration. Training sessions are being rolled out across various districts to equip educators with the necessary skills and knowledge to leverage AI effectively in classrooms.
While AI adoption guidelines remain fluid, certain restrictions apply, particularly concerning age groups. In Anglophone East, students under 13 are restricted from using most AI tools, with similar age-based restrictions in other districts. Consent requirements and privacy considerations are paramount, with guidelines cautioning against tools that collect personal data without permission.
As educational assessment methods evolve to align with AI integration, a shift towards formative assessment approaches is underway to emphasize the learning process over the final product. MacLean stresses the importance of reevaluating assessment practices to ensure that students are not solely reliant on AI for completing assignments.
Given the rapidly evolving nature of AI technology, educational policies are subject to regular review and adaptation to keep pace with emerging trends. MacLean and Gaudet emphasize the need for continuous evolution in AI integration strategies to meet the dynamic demands of modern education.