The matter in summary Many teachers feel that the students have more knowledge about artificial intelligence (AI) than they do themselves, and fear that this creates a knowledge gap. The Norwegian Engineering and Technology Organization (NITO) has carried out a survey which shows that teachers feel under-educated in new technology, and that schools lack the resources to keep up with developments. In an news survey, 80 per cent of the municipalities responded that they had not introduced an AI solution that pupils could use at school, and two-thirds were dissatisfied with the state’s information and advice on AI. The Education Association believes that it is urgent to give all teachers basic competence in KI, and that the authorities have the responsibility to facilitate this both nationally and locally. The summary is made by an AI service from OpenAi. The content is quality assured by news’s journalists before publication. Many teachers find that their students know more about artificial intelligence (AI) than they do themselves. It is perhaps not so surprising that young people have thrown themselves more quickly at the new technology, but they find it challenging. – The politicians have not set aside enough time and money for proper further education in new technology. A lot is happening there now, and the teaching staff is lagging behind, says André Auli, who is an electrical teacher at Røyken upper secondary school. He will shape tomorrow’s young adults. – Does it sometimes feel like the students are ahead of you in some areas? – Yes, it is quite clear that they do so in some areas. Clearly. André Auli is worried that the teachers will fall behind. Photo: Caroline Utti / news Knowledge Gap Nito (Norwegian Engineering and Technology Association) has conducted a qualitative survey among its members, who are vocational teachers. – They believe they are lagging behind, and that the schools lack the resources to keep up with developments. There will be a knowledge gap that can go beyond the development of the pupils, says Bjarne Krogstad, communications advisor at Nito. He says the schools must prioritize very hard, and that it is noticeable: – The schools must invest in teacher competence, and up-to-date equipment. In the survey, the teachers were asked how competence development is handled at the school, and what kind of offer they receive in terms of courses or other forms of training. Here are some of their answers: Spends his free time at work André Auli misses the opportunity to be at the forefront and have control over new technological solutions, which he can pass on to the students. – You have to spend some of your free time keeping up to date. In Nito’s survey, several respond that they fear it is too random, that personal contacts in the business world can be decisive. The Norwegian school will thus not be uniform, and there can be large local variations. Aulie is very happy with her job, and finds it inspiring to be so close to curious young people. The schools want to, he believes – but are struggling to make it happen. – What I want is to be able to guide the students to use AI in a positive way, both practically and ethically. It will be a nice aid, as long as you use it correctly. It has to be invested, but it is worth the investment. Concerned municipalities In a large news survey, 80 per cent of the municipalities replied that they had not introduced an AI solution that the rivers could use at school. Two out of three of those who responded to the survey say they are dissatisfied with how the state authorities have informed and advised the municipalities. The government will now take greater state responsibility for the use of the new technology. – We see the threat it poses to students’ learning, privacy and information security. This means that we have to take a greater state responsibility linked to how the schools will use AI in teaching, says Knowledge Minister Kari Nessa Nordtun. – It is urgent The Education Association also shares the concern. Association leader Geir Røsvoll believes that many Norwegian teachers have been early adopters of technology, but that the differences are large. – Firstly, all teachers must gain basic competence in what KI is and how it works. This is urgent, says Røsvoll. He believes that the authorities are responsible for making arrangements both nationally and locally. – Secondly, the school must be given the opportunity to develop educational practice and knowledge about how AI technology can best be used in teaching and when it is not suitable. Pedagogical development work requires time. Advice on the use of AI in schools The Norwegian Directorate of Education has drawn up nine pieces of advice for schools and parents on the use of AI in schools: Highlight relevant areas in the curriculum. For example, areas such as digital judgement, source criticism, ethics, privacy and democracy. The school and the teacher assess when KI is relevant to use, based on the goals and content of the curricula. The teacher is the pedagogical leader in the classroom, who facilitates good learning processes. Emphasize variety in training and assessment. Explore approaches that give the teacher confidence that it is the student’s own competence that is being assessed. E.g. assessment in different phases of a writing process. Talk to the students about what AI is, what opportunities the technology offers, but also what dangers it brings. Explore good work processes and learning methods together. Talk to parents about digital practice and the use of AI tools at school and at home. Use professional learning communities to tackle complex challenges that are difficult to tackle alone. School owners and school leaders must prioritize the development of professional digital competence. Create a culture for testing and evaluating educational practice. Use secure solutions that have been approved and assessed for privacy by the school owner. Take into account the age and maturity of the pupils, and show particular caution towards younger children. Use the technical possibilities available to adapt the tools for the best possible educational use. A survey in Uddanningsnytt illustrates the gap: Six out of ten teachers answer that they are unsure how they can use artificial intelligence in their work. Just as many say they have not been offered any training by their employer either. Published 14.06.2024, at 21.35
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