New Brunswick Schools Embrace AI: Balancing Innovation and Student Safety

New Brunswick schools are strategically integrating artificial intelligence, recognizing its potential while addressing privacy and misuse concerns. Educators are preparing students for an evolving technological landscape by equipping them with essential skills.

Embracing Technological Advancement

Randolph MacLean, superintendent of Anglophone East School District, likens resisting AI in schools to holding back the Bay of Fundy's tides, highlighting the inevitability and potential benefits of embracing this technology. Schools are adapting to the digital age, with AI representing the latest advancement.

According to MacLean, schools have been integrating technology since the introduction of personal computers in 1980. He also noted the evolution to wireless internet and smartphones.

Guidelines and Implementation

The New Brunswick government has established guidelines for AI use in classrooms. Anglophone East, along with two other districts, has developed detailed guides expanding on these provincial standards. Other districts currently adhere to the province's guidelines.

MacLean emphasizes the importance of equipping students with the skills necessary to succeed in a changing world. He notes that students will enter a new economy that demands AI proficiency after graduation.

Comprehensive AI Framework

MacLean and his team developed comprehensive guidelines addressing AI use for administrators, teachers, students, and parents. Jordan Smith, district coordinator for educational technology, AI, and innovation, collaborated with other school districts to create the framework.

The almost 70-page guide acknowledges the limitations of AI, potential misinformation, and lists approved platforms like School AI, Padlet, and Canva. These tools assist with note-taking, lesson adaptation, presentation creation, question answering, and problem-solving.

Easing Teacher Workloads

Josée Gaudet, who leads AI adoption for Northeastern Francophone schools, welcomes AI tools as a time-saving resource for teachers. She notes that AI integration offers support, not additional burden, to teachers.

Gaudet, a committee member who refined the department's guidelines, now oversees staff training. The training prepares educators for the long-term impact of AI on education.

Provincial Support and Training

The Education and Early Childhood Development Department, via spokesperson Diana Chávez, stated that AI training is being offered across all districts, with ongoing development and planning. The province acknowledges the importance of carefully integrating AI.

MacLean notes the popularity of his district's AI training sessions, comparing their demand to a Taylor Swift concert. He emphasized that the district doesn't use a “one-size-fits-all model,” adapting tools to suit each student, teacher, curriculum, and their unique skill set.

Navigating Privacy Concerns and Restrictions

Despite the flexibility in AI use, firm rules address privacy concerns. The province recommends consent for AI use due to data privacy risks, as input into systems like Chat GPT is not deleted. Anglophone East restricts students under 13 from most tools, while Francophone Northeast requires supervision for this age group. Anglophone West requires consent for students under 16.

Policy 311 provides additional safeguards for safe and age-appropriate technology use.

Balancing Innovation with Responsibility

Jon Hoyt-Hallett, director of curriculum and instruction for Anglophone West, emphasizes providing guidelines while allowing flexibility, supported by research-backed appropriate use. If parents opt-out of AI use, the district will try to limit interactions.

Districts discourage using tools that detect AI use and inputting personal student information to prevent data breaches. Hoyt-Hallett suggests shifting to formative assessment to address concerns about students over relying on AI to do their work. This approach focuses on the learning process instead of just the finished product.

Continuous Adaptation and Evolution

MacLean's district supports the formative assessment shift as well. All three districts emphasize that their guides and plans are adaptable and subject to change.

Gaudet emphasizes the necessity of evolving with emerging trends. Hoyt-Hallett notes that while policies are typically reviewed annually, the rapid evolution of AI warrants more frequent assessments and evaluations.