Tag: equity

NSW public school students to get access to state-of-the-art generative AI app

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A diverse group of cheerful public school students in a modern classroom is excitedly gathered around a teacher. The teacher holds a large, glowing tablet displaying a generative AI interface with a 'CREATE' icon. In the background, a large screen shows a variety of AI-generated content (images, text, music notes), and the Sydney skyline is visible through a large window. The scene symbolises public school students gaining access to advanced AI technology. Generated by Nano Banana.
In a significant step forward for public education, students in New South Wales are set to gain access to a state-of-the-art generative AI app. This image envisions a future classroom where students and teachers collaborate using powerful AI tools, highlighting a new era of learning and creativity in Australian schools. Image (and typos) generated by Nano Banana.

Source

CyberDaily.au

Summary

The New South Wales government in Australia is rolling out a generative AI app across public schools to support students in areas like writing, problem solving, and research. The aim is to help with learning and reduce educational inequality—particularly for those with fewer resources. Officials emphasise that the app will supplement—not replace—teaching, with controls in place to prevent outright cheating. Teachers will receive training on appropriate use, and the pilot includes oversight and evaluation to monitor impacts, equity, and risk.

Key Points

  • NSW public schools will gain access to a generative AI app intended as a learning support tool, not a replacement for instruction.
  • The rollout aims to reduce disparity: assist students who may lack advanced tutors, help with writing, research, structuring work.
  • Safeguards include teacher training, monitoring, and policies to restrict misuse or overreliance.
  • The government will pilot the programme to evaluate outcomes: learning improvements, equity effects, and unintended harms.
  • The introduction reflects a shift from resisting AI to integrating it thoughtfully at the school level.

Keywords

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URL

https://www.cyberdaily.au/government/12672-nsw-public-school-students-to-get-access-to-state-of-the-art-generative-ai-app

Summary generated by ChatGPT 5

GenAI News

‘It’s going to be a life skill’: educators discuss the impact of AI on university education

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In a modern, sunlit conference room with a city view, a diverse group of seven educators in business attire are gathered around a sleek table. They are looking at a central holographic display that reads 'AI FLUENCY: A LIFE SKILL FOR 21ST CENTURY' and shows icons related to AI and learning. The scene depicts a discussion among professionals about the transformative impact of AI on university education. Generated by Nano Banana.
As AI reshapes industries and daily life, educators are converging to discuss its profound impact on university education, recognising AI fluency not merely as a technical skill but as an essential ‘life skill’ for the 21st century. This image captures a pivotal conversation among academic leaders focused on integrating AI into curricula to prepare students for the future. Image generated by Nano Banana.

Source

The Guardian

Summary

Educators argue that generative AI is swiftly moving from a novelty to a necessary skill, and universities must catch up. Students are often more advanced in AI usage than academic institutions, which are playing catch‑up with policy, curriculum adaptation, and support services. The piece emphasises that being able to use AI tools (and understand their limits) should be as fundamental as reading and writing. Universities are urged to incorporate AI literacy broadly—across disciplines—ensure equitable access, and ensure that teaching still reinforces enduring human skills like critical thinking, creativity, and communication.

Key Points

  • AI proficiency is becoming a life skill; many students already use AI tools, often more adeptly than institutions can respond.
  • Important for students to evaluate what AI can and can’t do, not just how to use it.
  • Universities should show leadership: clear AI strategy, support across all courses.
  • Equity matters: ensuring all students have access and skills to use AI.
  • Human skills (creativity, communication, thinking) retain their value even as AI tools become common.

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URL

https://www.theguardian.com/education/2025/sep/13/its-going-to-be-a-life-skill-educators-discuss-the-impact-of-ai-on-university-education

Summary generated by ChatGPT 5

GenAI News

Social media is teaching children how to use AI. How can teachers keep up?

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A split image contrasting two scenes. On the left, three young children are engrossed in tablets and smartphones, surrounded by vibrant social media interfaces featuring AI-related content and hashtags like "#AIforkids." On the right, a teacher stands in a traditional classroom looking somewhat perplexed at a whiteboard with "AI?" written on it, while students sit at desks, symbolizing the challenge for educators to keep pace with children's informal AI learning. Image (and typos) generated by Nano Banana.
While children are rapidly learning about AI through pervasive social media platforms, educators face the challenge of integrating this knowledge into formal learning environments. This image highlights the growing disconnect between how children are acquiring AI literacy informally and the efforts teachers must make to bridge this gap and keep classroom instruction relevant and engaging. Image (and typos) generated by Nano Banana.

Source

The Conversation

Summary

Students are learning to use AI mainly through TikTok, Discord, and peer networks, while teachers rely on informal exchanges and LinkedIn. This creates quick but uneven knowledge transfer that often skips deeper issues such as bias, equity, and ethics. A Canadian pilot project showed that structured teacher education transforms enthusiasm into critical AI literacy, giving educators both vocabulary and judgment to integrate AI responsibly. The article stresses that without institutional clarity and professional development, AI adoption risks reinforcing inequity and mistrust.

Key Points

  • Informal learning (TikTok, Discord, staff rooms) drives AI uptake but lacks critical depth.
  • Teacher candidates benefit from structured AI education, gaining language and tools to discuss ethics and bias.
  • Institutional AI policies are fragmented, leaving instructors without support and creating confusion.
  • Equity and bias are central concerns; multilingual learners may be disadvantaged by uncritical AI use.
  • Embedding AI literacy in teacher education and learning communities is critical to move from casual adoption to critical engagement.

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URL

https://theconversation.com/social-media-is-teaching-children-how-to-use-ai-how-can-teachers-keep-up-264727

Summary generated by ChatGPT 5

GenAI News

AI and the future of education. Disruptions, dilemmas and directions

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Source

UNESCO

Summary

This UNESCO report provides policy guidance on integrating artificial intelligence (AI) into education systems worldwide. It stresses both the opportunities—such as personalised learning, enhanced efficiency, and expanded access—and the risks, including bias, privacy concerns, and the erosion of teacher and learner agency. The document frames AI as a powerful tool that can help address inequalities and support sustainable development, but only if implemented responsibly and inclusively.

Central to the report is the principle that AI in education must remain human-centred, promoting equity, transparency, and accountability. It highlights the importance of teacher empowerment, digital literacy, and robust governance frameworks. The guidance calls for capacity building at all levels, from policy to classroom practice, and for international cooperation to ensure that AI use aligns with ethical standards and local contexts. Ultimately, the report argues that AI should augment—not replace—human intelligence in education.

Key Points

  • AI offers opportunities for personalised learning and system efficiency.
  • Risks include bias, inequity, and privacy breaches if left unchecked.
  • AI in education must be guided by human-centred, ethical frameworks.
  • Teachers remain central; AI should support rather than replace them.
  • Digital literacy for learners and educators is essential.
  • Governance frameworks must ensure transparency and accountability.
  • Capacity building and training are critical for sustainable adoption.
  • AI should contribute to equity and inclusion, not exacerbate divides.
  • International collaboration is vital for responsible AI use in education.
  • AI’s role is to augment human intelligence, not supplant it.

Conclusion

UNESCO concludes that AI has the potential to transform education systems for the better, but only if adoption is deliberate, ethical, and values-driven. Policymakers must prioritise equity, inclusivity, and transparency while ensuring that human agency and the role of teachers remain central to education in the age of AI.

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URL

https://www.unesco.org/en/articles/ai-and-future-education-disruptions-dilemmas-and-directions

Summary generated by ChatGPT 5

Gen AI Reports

2025 Horizon Report: Teaching and Learning Edition

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Source

EDUCAUSE

Summary

The 2025 Horizon Report highlights generative AI (GenAI) as one of the most disruptive forces shaping higher education teaching and learning. It frames GenAI not merely as a technological trend but as a catalyst for rethinking pedagogy, assessment, ethics, and institutional strategy. GenAI tools are now widely available, reshaping how students learn, produce work, and engage with knowledge. The report emphasises both opportunities—personalisation, creativity, and efficiency—and risks, including misinformation, bias, overreliance, and threats to academic integrity.

Institutions are urged to move beyond reactive bans or detection measures and instead adopt values-led, strategic approaches to GenAI integration. This involves embedding AI literacy across curricula, supporting staff development, and redesigning assessments to focus on authentic, process-based demonstrations of learning. Ethical considerations are central: ensuring equity of access, safeguarding privacy, addressing sustainability, and clarifying boundaries of responsible use. GenAI is framed as a general-purpose technology—akin to the internet or electricity—that will transform higher education in profound and ongoing ways.

Key Points

  • GenAI is a general-purpose technology reshaping teaching and learning.
  • Opportunities include personalised learning, enhanced creativity, and staff efficiency.
  • Risks involve misinformation, bias, overreliance, and compromised academic integrity.
  • Detection tools are unreliable; focus should shift to assessment redesign.
  • AI literacy is essential for both staff and students across disciplines.
  • Equity and access must be prioritised to avoid deepening divides.
  • Ethical frameworks should guide responsible, transparent use of GenAI.
  • Sustainability concerns highlight the energy and resource costs of AI.
  • Institutional strategy must integrate GenAI into digital transformation plans.
  • Faculty development and sector-wide collaboration are critical for adaptation.

Conclusion

The report concludes that generative AI is no passing trend but a structural shift in higher education. Its potential to augment teaching and learning is significant, but only if institutions adopt proactive, ethical, and pedagogically grounded approaches. Success lies not in resisting GenAI, but in reimagining educational practices so that students and staff can use it critically, creatively, and responsibly.

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URL

https://library.educause.edu/resources/2025/5/2025-educause-horizon-report-teaching-and-learning-edition

Summary generated by ChatGPT 5

Gen AI Reports