In April 2023, Goodnotes embarked on a research project to explore the implications of Generative Artificial Intelligence (GenAI) in schools. Our goal was to understand the profound technological shift that GenAI will bring to every aspect of life, learning, and work. Through interviews and discussions with various stakeholders, we aimed to capture a holistic view of GenAI's role in education. Our report stands out as it features contributions, reflections and ideas from a truly wide range of over 50 contributors, each offering a unique perspective on the challenges, trends, barriers, and solutions related to GenAI in school communities around the world.

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‍Key Findings

1. AI Replacing Teachers: Initially, there were concerns about GenAI replacing teachers. However, we found a consensus that this scenario is unlikely and undesirable.
2. Academic Integrity: While concerns about students using GenAI for dishonest purposes were raised, we must acknowledge that academic dishonesty is not new. GenAI simply presents a new means of doing it, while challenging standard conventions in teaching and learning.
3. Limitations and Challenges of GenAI: Besides transforming teaching methods, GenAI brings challenges like potential data breaches, the spread of misinformation, and the risk of social isolation, if it is not implemented safely.

‍Recommendations for Schools

1. Guidance Document: We offer guidance in creating a comprehensive guidance document that outlines the safe and effective integration of GenAI, ensuring compliance with regulations and prioritising student well-being.
2. Focus on Non-GenAI Tasks: Schools should emphasise tasks that GenAI cannot perform, such as reading, collaboration, and critical thinking, as GenAI excels, currently, in producing written content.
3. Alternative Assessment Methods: GenAI should be recognised as an academic "co-pilot," and self-study tasks should be designed accordingly.
4. Redefine Assessment Criteria: Schools should re-evaluate assessment parameters, incorporating subjects such as digital citizenship. Decisions regarding GenAI should align with the institution's core values and its vision of an ideal graduate.
5. Values-Driven Practices: Instead of focusing on specific tools, schools should adopt practices that prioritise values, address the educator shortage, and empower teachers in an evolving educational landscape.
6. Rethink Outreach: Schools able to embrace GenAI should consider the adoption of sector-wide strategies, such as knowledge dissemination and sharing.
   

Conclusion

The transformative potential of GenAI in reshaping our lives, learning, and professional spheres is undeniable. However, a significant number of young learners may miss out on this transformation due to a lack of emphasis on GenAI in their educational institutions. This report serves as a call to reimagine teaching and learning practices and encourages readers to disseminate and apply their knowledge, skills and experience in a sector-wide approach.