In a pilot project, a high school in London is replacing traditional teaching by teachers with artificial intelligence for 20 students. Using tools such as ChatGPT, young people can independently prepare for their final exams according to individual curricula – for example in English, mathematics, biology or computer science. They receive support from three teaching instructors.
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Students at David Game College in London should be able to work at their own pace in the pilot project. Business Insider reports. This way they don’t have to keep up with the pace of the class, which is too fast for some and too slow for others, John Dalton from the school administration told the magazine. In addition, 15-year-olds can ask the AI questions they might not dare to ask in class. In the time gained, the school wants to focus on other points that are often neglected in everyday life: self-confidence, critical thinking, digital competence, artistic expression, speaking in front of an audience or entrepreneurial thinking.
AI can free up resources
Andreas Bartsch, chairman of the North Rhine-Westphalia Teachers’ Association, also supports the idea that the use of artificial intelligence frees up resources that are important for other things. “Additionally, it is an opportunity to make possible something that we are unable to do due to the limited supply of teachers: questions about how students are doing and where they need support.” At the same time, AI cannot completely replace teachers. Not only is there a risk of leaving learners alone, but teachers play much more than just the role of imparting knowledge. “The role in communication, as a role model and as a leadership character is also important in everyday life,” says Bartsch.
Teachers in North Rhine-Westphalia already have some material available for the use of AI in schools. At the same time, one must be aware that AI can hallucinate and is sometimes unreliable. “Teachers should also use the material and use AI – but this does not mean turning off the brain.” This is what is important to tell young people. “Students have to learn to deal with AI, then it can be a big opportunity,” says Bartsch.
Personalized learning approach
Andreas Demertz, senior expert in education at the Robert Bosch Stiftung and part of the innovation lab “AI in teaching – shaping tomorrow’s schools today”, also sees AI primarily as a support – not a replacement. The goal of the young people in London is focused, the timeframe limited. “I can well imagine that this form of personalized education could be very effective, especially since students are supported by learning peers,” explains Demertz. He still sees difficulties for a comparable project in Germany. “I think that requirements such as curricula, timetables and examination rules would not make it easy for schools in Germany to implement a comparable project.”
Demertz explains that this topic fits into the approach of personalized and adaptive education. The focus is on the learner. “In the best case, this leads to a personalized learning path that provides children and young people with better educational opportunities.” Demertz is also convinced that AI is not a replacement for teachers. But she could change her role.
“The classroom is also a social learning space where people interact with each other,” says Demertz. Addiction can make social and emotional learning more difficult. “In addition, there is a risk that children and young people will become too dependent on AI, which can limit the development of critical thinking and problem-solving skills.” This approach is promising for compensating for the shortage of teachers. This will give them a chance to devote more time to educational support. “AI can also create a safe and supportive learning environment that strengthens students’ confidence, self-efficacy and well-being.”
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