I've been reading and collating a range of articles on Artificial Intelligence (AI).
I announced a consultation to identify the next steps for this government’s plans to boost children’s wellbeing online.
Backed by a national conversation, we’ll look at restrictions on addictive features, a ban on social media access for children, and better age checks.
And we all know that mobile phones have no place in our schools.
AI learning tools are different, but we cannot be blind to the impact of time in front of a screen.
In April this government will publish guidance on early years screen time.
Practical advice based on the best evidence to help parents manage screen time alongside activities like talking, playing and reading together.
And from there we’ll develop screen time guidance for children and teenagers too.
We’re building on a host of actions my department has already taken, working with leading global tech firms, teachers and parents.
Whatever we do with AI in education, it must be safe.
I'd already collated quite a few books and other resources and have a couple of folders of leads. The issue is that the literature on this is huge, and in fact some of the papers on it may well have been written by AI themselves...
We are starting to see AI slop images replacing those which are created by artists.
This is the guidance on a recent competition for students, for example:
Use of AI
AI checks may be used to determine whether the work is the student’s own and presented ‘in the
spirit of the competition’. Students applying to university are given the following guidance by UCAS
about the use of AI for personal statements. A guide to using AI and ChatGPT with your personal
statement | UCAS. Students may follow the same guidance when entering this competition. For
example, they must not use an AI system to generate all or a large part of the text submitted as
their own.
Teachers can also consult DfE guidance Generative artificial intelligence (AI) ineducation - GOV.UK.
There are age limits associated with the use of AI tools.
I'm focussing on research articles which explore the emotional response to climate change, and the impact that may have on students and their education.
Backed by a national conversation, we’ll look at restrictions on addictive features, a ban on social media access for children, and better age checks.
And we all know that mobile phones have no place in our schools.
AI learning tools are different, but we cannot be blind to the impact of time in front of a screen.
In April this government will publish guidance on early years screen time.
Practical advice based on the best evidence to help parents manage screen time alongside activities like talking, playing and reading together.
And from there we’ll develop screen time guidance for children and teenagers too.
We’re building on a host of actions my department has already taken, working with leading global tech firms, teachers and parents.
Whatever we do with AI in education, it must be safe.
Comments