For most students, artificial intelligence should be a blessing: The annoying homework that they used to do or laboriously write off spits out Chatgpt & Co today in a matter of seconds. No wonder that a large part of the young peopel now use AI tools for school purposes. Depending on the study, this is currently between two thirds and three quarters of the students.
This reality actually only allows two conclusions. first, the schools have to say goodbye to outdated learning methods such as homework and, for exmaple, set more integrated learning times into classes. As long as the ministries do not rethink here,the cheating potential against AI is kept in the field. Secondly, if AI is already an integral part of most young people in school, it must also be practiced and critically accompanied at school. Here the ministries go along. Unfortunately, the skepticism is notably high in the teacher room.
According to recent surveys among teachers,more than half of AI never uses or less frequently enough than once a month. And those who use AI tools use them mostly for your own work easier, for the creation of tasks and tests or in teaching planning. But where AI is also valuable for the students: it has hardly been used so far. Such as, for individualized learning offers, feedback for text or computing tasks or in the systematic analysis of learning courses.
How well the AI can do in part report teachers at pilot schools who are already experimenting with adaptive learning software such as Area9 Rhapsode. So with programs that remember the processed tasks, who, for example, in math swords.The AI then fits the follow -up tasks in accordance with the curriculum for each: n student: In so that everyone works on their respective weaknesses. Only a few teachers can do such individual funding in full school life: the classes are too large and the tasks along with the pedagogical work for teachers: too numerous inside.
Individual feedback
The situation is similar to feedback, one of the central factors for prosperous learning.individual (and motivating) feedback is very time -consuming. Often there is no completely missing. In a representative survey among pupils: Inside 2024, 37 percent of the respondents denied the following answer: our teachers: In tells me what I can already and what I still have to learn. An empty space that AI-based tutor systems can also fill out here.
Actually, Kiel’s educational researchers have found that automated assessments are as good and fair as by experienced teachers – if the tools are carefully prepared for this task accordingly. Above all, this affects the easy manipulability of AI: If, such as, if you let Chatgpt have a work from a “very good” student, the evaluation is better than if the same work comes from a “rather bad” student. Such biases must of course be excluded.
One of the promising feedback programs-Fellofish-was co-developed by the AI-savvy German teacher Hendrik Haverkamp. The tool is currently being tested at 34 schools in Saxony-Anhalt. According to the state government, it is well received and is therefore expanded this school year. In general, a lot is happening in terms of AI: With the new school year, several federal states make the first data-safe alternatives to Chatgpt for schools, such as Bremen and Hesse with the open source chat bot “Telli”-which was developed from the digital pact at the request of all 16 countries and with funds. In the course of the school year, the bot should be available nationwide if possible. With him, students can: create texts inside and clarify questions.
To what extent the many skeptical teachers use the resulting AI infrastructure may be doubted. This is shown by the experiences with iPads and other end devices that have been acquired in digitization in the course of billions of billions and now do not lead to digital -supported specialist lessons everywhere. The ministries still hope that the teachers will take over their AI contact when the tools are there and everyone involved learns significant skills: How do I prompt? What data can I trust? How do I learn myself when the AI largely takes away my work?
The constant scientific commission,which advises the Minister of Education: Inside,recommends that AI programs are thus systematically integrated into class from the eighth grade,for example when practicing writing processes. It would be even better to start with it from class five.
It is indeed also about equal opportunities
An early reflected handling of AI tools would not only make great educational, but also critically important for equal opportunities. Already today, educational researchers have a “digital divide” between privileged and disadvantaged students: inside – and also between the school forms: high schools are better equipped with digital end devices, which is better to deepen the “digital gap” in dealing with corresponding tools. It is the first step when several Minister of Education: Inside, like Bremen’s Senator Sascha Aulepp (SPD), publicly confess: AI can make our schools just more.
The second step is much more challenging: motivating the teachers overloaded in many places to break up their teaching routines.presumably, this will only succeed across the board if the staff were massively relieved elsewhere. For example, the obligation to obtain grades from students: inside and in all subjects. But that’s worth a debate.
