*Teaching AI in schools needs to go beyond a skills-based approach*https://www.straitstimes.com/opinion/teaching-ai-in-schools-needs-to-go-beyond-a-skills-based-approach

2024-08-10

Imagine a primary school class in Singapore where the young ones receive basic lessons in coding and computational thinking, giving them a foundational understanding of how artificial intelligence (AI) works. 

That might not be far from reality.

Some schools in Singapore have already introduced cyber wellness in the character and citizenship education classes in lower primary, and computing literacy in upper primary, through coding programmes, computing-related applied learning programme projects and activities in robotics and coding clubs. 

AI Singapore offers its AI for Students (AI4S) programme and other resources curated for teachers to teach AI. 

The roll-out of the adaptive learning system as part of the National AI Strategy presents other opportunities to use AI tools critically.

These early initiatives are a promising start to integrating AI into our education system. 

However, we need to expand our understanding of AI literacy beyond a skills-based approach to grapple with ethical concerns and equitable access from an early age.

Not just technical AI skills

Educating for an AI-driven world requires a multifaceted approach that includes developing fundamental and digital literacies, fostering creativity and critical thinking, and emphasising ethical considerations. 

Researchers back up this strategy. Professor Lina Markauskaite and colleagues call for a more comprehensive approach that recognises the cognitive, human and social aspects of learning in an AI-driven future.

Beyond acquiring the skills to use AI technologies, we need to understand how AI intersects with human cognitive abilities and values. While there has been much emphasis on the skills aspect of AI, more attention needs to be paid to helping students understand societal and ethical considerations as part of AI literacy. 

Educating for AI should include creating opportunities for students to engage in creative and collaborative practices of co-creation with AI and each other. Enabling students to find purpose in their learning, whether for work or other pursuits, is another core aspect of AI education.

AI has vast potential for social good, from supporting personalised learning experiences for students to creating systems that can address social inequalities or other real-world needs. 

Knowing when and how to use AI optimally for greater productivity and learning, and to maximise value for the well-being of others, are vital motivations.

More On This Topic

askST: What are MOE’s newest AI tools, and how are schools using them?

Students are taught to use AI ethically and responsibly at different levels: Chan Chun Sing

Integrating AI tools in project-based learning can also foster creativity and problem-solving skills. For example, students could use AI to analyse environmental data and propose solutions for local ecological issues. This not only teaches them how to use AI tools, but also instils a sense of responsibility and agency in using technology for social good.

Students should learn about bias in algorithms, privacy concerns and the societal impact of automation. Educators can use case studies and real-world scenarios to discuss these topics, helping students understand the broader context of AI technologies.

Important not to get left behind

Technology frees up cognitive space in the brain to engage in more demanding processing skills. For example, being able to quickly search for information online allows individuals easy access to a treasure trove of information and ideas. 

With the advent of AI for widespread use, our children and young people will have more tools to accelerate knowledge acquisition and production. 

At the same time, as with new literacies, digital divides in terms of access to tools, skills and opportunities for learning remain. Research is already consistently demonstrating a link between possessing fundamental literacy skills and competence in digital and critical literacies. 

Strong reading skills facilitate quick skimming and scanning of information. Understanding the mechanics of different written genres also helps with information processing and quick searches.

Students who navigate effectively in digital environments are more successful in finding relevant digital information and evaluating its credibility. They tend to construct knowledge based on information from multiple sources. 

In a study of secondary school students using ChatGPT during Chinese language lessons, it was found that more proficient students were better able to optimise the AI tool for idea generation and content preparation compared with low-progress students. 

Educators thus need to tailor their AI approaches for different student profiles, with increased scaffolding given to students who need more help. At the same time, core reading and writing skills should continue to be emphasised alongside AI literacy.

More On This Topic

Are Singapore students really the world’s most creative thinkers?

AI could be a basic job skill soon

Introducing AI literacy early

Introducing AI concepts early may be one way to bridge this digital divide.

Young learners are naturally curious and adept at absorbing new information, making early childhood an ideal time to introduce foundational concepts of AI.

However, given the impact of screen time on young children and adolescents’ growth and socioemotional development, it is crucial not to see the emphasis on AI as giving children carte blanche to indulge in unsupervised digital access.

There are many ways to learn about AI without using computers or screens.

For example, storytelling to kindergarten children can involve stories or picture books that incorporate robots or intelligent characters to discuss how they might think or make decisions. Reading about characters who interact or solve problems with AI or robots offers young children opportunities to understand AI concepts and human relations with AI.

At lower primary, physical coding puzzles can simulate simple AI algorithms like decision trees or neural networks. 

Tangible objects like blocks and Lego bricks can be used to model how AI systems perceive and process information. Students can role-play AI scenarios to act out the decision-making process of an AI agent. 

These “unplugged” approaches can help address concerns around excessive screen time at a very young age, while still fostering AI literacy. 

The long-term impact of AI on education will depend on how we choose to implement and regulate the technology, maintaining a balance between innovation and human-centric education. 

Ensuring we engage with the societal and ethical implications of living in an AI-driven world will better prepare all our children and young people to use technology for good.

• Looi Chee Kit is emeritus professor of education at the National Institute of Education (NIE), Nanyang Technological University, and research chair professor of the Education University of Hong Kong. Associate Professor Loh Chin Ee is associate dean (partnerships) at NIE’s Office of Education Research.