SPEAKER_01 0:00

To start us off, could you just tell me a little bit about your background, your current role and the area that you kind of work in?

SPEAKER_00 0:10

Yeah, great. I've been teaching since 2017, so term pretty much end of term one 2017. I graduated end of 2016 and got my first role at an all girls Catholic school and I was there for seven years teaching maths, science, technology. And sorry if you hear my child mumbling in the back of the house is almost one. It's a welcome edition. So I taught there for seven years and then I wasn't sure um how sustainable teaching was for me. I kind of rose quite quickly and started doing some leadership roles, and then just actually wanted to get back into the classroom as a full-time teacher, and I don't think I could have done that at my previous site. It was like once you're in leadership, they know what you can do, and then I didn't really want to be doing all that, and then being a full-time teacher as well. So I wanted to see other schools and other sites and teaching boys as well. So I now work in a co-educational um department school, depth school, um, and I've been there for three years.

SPEAKER_01 1:16

Amazing. And what subjects do you currently teach now?

SPEAKER_00 1:19

So I have a degree in science as well as my Bachelor of Education, so Bachelor of Science, Bachelor of Education. Um, so biology and psychology are my main focuses in science, and then I also did a lot of post-study in technologies, so in coding and um and IT stuff, but then also in like woodwork and metal work, so I also teach silversmithing as well. Um mainly I teach like middle school STEM, so a bit of everything, a bit of a generalist in terms of science, technology, and maths. Um, and then I've also taught like year 12 silversmithing, which is an offshoot of engineering design technology in Space. I've also taught biology and psychology to you.

SPEAKER_01 2:06

Incredible. Wow, just the wow, the breadth of what you can do is amazing. So incredible. Um so when you hear the word AI, what's the first image or feeling that comes to mind for you?

SPEAKER_00 2:22

I just see lots of CPU computer units stacked on top of each other in a dark warehouse with lots of blinking lights. Yeah.

SPEAKER_01 2:33

Um what's one everyday task you'd happily hand over to AI and one you'd never give up?

SPEAKER_00 2:43

Um I would always, like I do this in my role, we have EdChat as part of department. So it's um they use the Chat GPT I don't know what it's called, like system, but they've put like an education skin on the top of it to make it so that and kids use it, um, so they make it so that it doesn't search like nefarious things on the internet, so it is safe for children to use, um, and that's one that we use at school as well. I ran I also teach um like student leadership at in my current school as well, and part of that we're doing a session on um team norms and how to map a meeting and what how to be a good team member, and I got the students to come up with our top three favourite team norms that they would want to implement, and then I collated that data, and then I got ChatGPT to pull out the key themes from it. So, well, EdChat through ChatGPT to pull out the key themes from it, um, which just is obviously a huge time saver for me as a teacher instead of reading all the things and pulling out the key themes because I've heard them spoken to me. I can like I know EdChat isn't always right, so it is important to proof what it produces, um, but it does save a lot of like ad mini type things for me, like even writing a generic email to a family, um, it can save that time for me. Um one thing I would never get it to do is like personable stuff. Um so if it's not just a notification of like an outcome that a student's had, um if it's like introducing myself or if I'm writing a birthday card for example, I'd never get it to do that because I think I want to be able to use my brain and my emotions for that, whereas I think a lot of people that maybe struggle with that um find it useful for that, but I don't think I would ever use it for that. Yeah, I 100% agree.

SPEAKER_01 4:45

Yeah. Um and what's a sorry just moving away from AI, but um, what's a sustainability habit you've picked up recently, big or small, just anything to do with sustainability?

SPEAKER_00 4:58

I would probably say um I have a lot more food wastage because my toddler is starting to eat food. So a big thing I've been doing is instead of throwing it out, I'll see if I can either repurpose it into something that I can eat or give it to my dog or um make sure it's in the right bin. So putting it in the green bin versus the waste bin. Yeah. Um that's something that I've done or had to start doing it because I I feel like I am producing a lot more food and food waste because of that.

SPEAKER_01 5:32

Yeah, of course, and you're trialing things and stuff. What's like an amazing dish that you've made? Like with like I'm thinking of like fairy bread scraps and it's like a fairy bread slice that I'm sure it's not like delicious, that'll be so um surely there's no fairy bread left over.

SPEAKER_00 5:46

Uh definitely no. We would it's just sugar and butter, right? And white bread, amazing.

SPEAKER_01 5:51

Yeah, so good. Best combo. Um, alright, so going back to AI, um when you think about AI in your field, what's the first thing that excites you or worries you?

SPEAKER_00 6:03

Um the first thing that excites me is accessibility for students. So um I find if we're doing like a web quest type task where students will need to do some research, I find they get sometimes a little bit lost with maybe um comprehension, so reading and understanding what they're reading, especially in science fields where it is quite academic when we need like I always tell them to add on like four kids at the end of our search, but chat GPT has really helped, or EdChat that we use in the department has really helped in terms of them being able to um understand or write something in their own words, so then they can put in say a sentence like obviously I would do that with them, but there's say the kids in a class and there's one of me, so it's really helped with um like student understanding and conceptualization of tricky scientific topics um when teacher help is limited.

SPEAKER_01 7:06

100% have you found like that there's much change since you've been teaching, I guess, when AI was probably not out there compared to now, like in terms of the interpretation, the critical thinking, like do you think I think we're still getting there.

SPEAKER_00 7:20

I think um teachers need to move away from basic unlike knowledge tasks and they need to move towards these like deeper understanding tasks, and this is what happens in or what I've found has happened in like year 12 biology, for example, like they'll do pretty well at a task, but then when it comes to a test they suck and it's because they can't um comprehend what the questions are asking them. Yeah, so I think it's I think anyway we're still trying to get there. I think it does take the um it does help with them being able to understand written word more because it can break down the language and it can do that instantly for everyone, um, which then will hopefully lead to them being able to apply that knowledge instead of just regurgitating the knowledge that they maybe don't even fully understand because it's using like tier three language that is beyond them.

SPEAKER_01 8:28

Mm-hmm.

SPEAKER_00 8:28

Yeah, that's such a good point. Is there anything that worries you about the use of AI for students use it? Yes. Um I get worried that they will just copy and paste it, like it is like plagiarism. Um I also get worried that they might get like they might ask it to do things that they could do themselves. Like I think, although I think it's great for reading comprehension, I still think reading, like you're not gonna have the use of AI in an exam.

SPEAKER_02 8:59

Yeah.

SPEAKER_00 8:59

Or you might in the future, but you don't currently have that now, so you still need to be able to read a text and be able to like pull out the key bits of information and grasp what it's telling you. Um so I think I get worried that they're not gonna have core skills that are important um that AI can do for them that then they think they don't need to know how to do.

SPEAKER_02 9:27

Yeah, yeah.

SPEAKER_00 9:28

It's like drawing a graph, right? When Excel came out, yes, but then half the kids' graphs using Excel are wrong because they don't understand the concepts of making a graph. They don't understand what variable goes in the x-axis, for example.

SPEAKER_02 9:43

Yeah.

SPEAKER_00 9:43

And so they put the data into Excel wrong. So even though they've made an Excel graph, it's wrong. And it's because they haven't entered the data right and they can't tell it's wrong because they don't know what what a correct graph looks like. So I I suppose I get worried that technology will take over learning key skills, and then without those key skills um they can't do it by themselves. Yeah. Like they might be able to do it with AI, but they might not be able to do it without without AI.

SPEAKER_01 10:19

And I think I'm rambling by the underlying principles aren't there, so then they can't actually replicate it.

SPEAKER_00 10:28

Yeah. To start off with, but then they can't do it without it, so then they're at a loss. Yeah. So I think AI is good as a time save if you know what you're doing, but if you don't know what you're asking it to like I know how to I, for example, the example I gave with the team norms, I could have read through that information and synthesized it. But I also and I know how to do that. Yes. If I got AI to do it as a time saver for me. Yes, yeah, because you've got that skill. Because I've got that skill. Yeah. But I don't know if the kids don't have the skill to start off with, I know how to do the skill. It is a time save, but it's also disguising the fact that they don't have that skill. Yeah, that's a good point.

SPEAKER_01 11:09

Yeah, definitely. Um, how do you explain our oh sorry, um, yeah, this is right. Uh, how do you explain AI to people who aren't in your area? And um what do they usually get wrong?

SPEAKER_00 11:25

Um, like do you mean AI? How do I explain AI for people that aren't in education?

SPEAKER_01 11:30

Just in general, yeah.

SPEAKER_00 11:31

Um, I suppose like to my dad.

SPEAKER_01 11:33

Yes, yeah, exactly. Perfect, yes.

SPEAKER_00 11:37

I don't know if I've ever had to explain AI to someone that doesn't know.

SPEAKER_01 11:42

Has he asked about it or have he talked about it?

SPEAKER_00 11:44

Like um sorry. Baby brain. No, it's so fair.

SPEAKER_01 11:48

Like friends or something that you know you go, yeah. I used AI to do this, yeah.

SPEAKER_00 11:52

Okay, yeah, like so one of my good friends has two children and her son likes dressing up as a superhero and he likes seeing photos of himself in the superhero. And I said, if you feel comfortable you should put a photo of your son dressed as a superhero either and get it to make a comic book of him. Oh, because I think he would love that. Yeah. And she did it and she was like, Oh my god, I had no idea it could do this for me. And I was like, Yeah, it's pretty amazing. Um and then I said you could also get it to like turn him into like colouring in pages and he could colour himself in. Um I think some people just don't know what it can actually do.

SPEAKER_02 12:30

Yeah.

SPEAKER_00 12:31

Um, and I think people maybe then get scared of that it has this ability to do certain things. Um I think of my dad who up until recently still had a Nokia 3310. Snake. Yeah, literally Snake, and um still only has like, you know, one of the cheap s smartphones you can buy from like a servo because he's like, this is too much. Yeah. Um I think we've spoken a little bit about AI, um, and I think it just goes over his head. Like I don't think he fully understands, and I think sometimes even for me, I don't think I fully understand exactly what it can do. My husband uses it quite a fair bit. He uses Claude, which is is it Anthropic that owns Claude? Yeah. And it's like the coding area. And he said there's been a lot of like people that work for Anthropic that are working on Claude that are um like they have little job satisfaction now because they're literally training a robot to take their job. So they're training Claude to do what they do and then they won't have a job in the future. Which would be so disheartening, right? To train to be the people that train the AI out of your own job. Yeah, 100%. I don't know if we'll ever get to a point where it's just AI. I think there's always gonna be human operating AI. Yeah. Um, because I don't think like people are like, aren't you scared as a teacher? And I'm like, not really, only because I believe that humans want connection and that's what teachers offer is human connection.

SPEAKER_01 14:20

Yeah, a hundred percent. It's a more holistic approach to learning. Yeah. And that relationship that you build with them. A hundred percent. It's not just yeah, yeah, it's something spitting out information, like you don't just spit information then.

SPEAKER_00 14:33

No, we've moved away from traditional methods of teaching like chalk and talk, yeah, to more holistic project-based learning, to relationship building, to everything that we do in a classroom, and I don't think uh like we see on like dateline and stuff, like how people get into relationships with inanimate objects. I don't think that's actually going to um I don't think AI is going to take over in terms of that, but I think um I think I've gone off topic here.

SPEAKER_01 15:06

No, but it's right, it's because like it can be a bit more of a fear thing. Yeah, yeah. Like how people see AI as like taking over people's jobs, like it's a fearful thing, like we're not gonna have any connections anymore. Yeah, yeah. But it's like, is that really realistic?

SPEAKER_00 15:18

Yeah, I think it's just going to take yes, I think it will take some people's jobs. Like I think it will have like, for example, um lawyers and um what are they called? Paralegals. Like AI is like the perfect paralegal, but you still need one main paralegal to control the AI, right? So I think people's jobs are going to change and there's gonna be less like low-level jobs available for people, but I think that's just going to upskill and change what you are. So instead of being a paralegal, you are the person controlling the AI for the paralyzed.

SPEAKER_01 15:54

Yes, yes. Because it's you I guess AI is only as good as the script you put in, right?

SPEAKER_00 15:58

A hundred percent. Like, people say you can do everything, but you need to actually know how to write prompts. So if you don't know how to write prompts, then you're not gonna get the best response. And this is what the kids don't understand. Like, you need to be good at asking questions, and that's another skill that, like, yeah, so true. You can only do what you ask it to do. Yeah, that's so true.

SPEAKER_01 16:19

Um, what changes do you think AI is going to bring to how we learn, teach, or make decisions? I feel like we've kind of touched on that a little bit. Um, but what about making decisions? I suppose for as a teacher, I feel I think about like marking and how you use AI in that way and privacy and put like putting in that I mean up to the student data.

SPEAKER_00 16:41

Yeah. So I think that's where um the government slight deck has been like use EdChat because they kind of control the face of EdChat. Um they moderate what you do. Um they check what things being put in questions. Um it slips out like a that's not appropriate to ask or something. Um so I was making like slides for a um I forgot what I was asking it, but it was like, I can't make that, it's inappropriate. And I was like, what? It was just about like um I think it was like a bit gory, like it was about it was like a cut or something. I needed like a photo of a cut or something. Yeah. Um I was like, I can't describe that, and I was like, oh okay, sorry. I'll use actual tattoo for two that is that um I I think it has potential to mark things based on a rubric, but I haven't put in enough learning to get like it will take a long time to train it to do it effectively. Um at the school I work at, um, a teacher has actually stopped being a teacher, she's now working for the department in the AI space. Yeah, and that's because there's something that we do every year in for EL EALD, so English as an additional dialect. Um, so students that don't speak English as their first language, yeah, um, they get extra funding, and the way that we calculate that funding is to look at their written work samples and see how much extra funding they get. Is my understanding of it. I'm pretty sure that's I hope that's correct otherwise. Um but she ELD EALD leveling takes forever. It was always the like biggest time sink in whoever organized that at the school is the biggest time sink in that time allowance, and they could never get it done in the time and money that was provided for them to do it. So she decided to with EdChat and with the department make an EALD levelling tool using EdChat. Wow, and it's amazing, and she saved the department like I forgot the exact figure, but she saved the department a lot of money, and she's now transitioned from being like the English literacy person at my site to working for the department in training other teachers to use this AI levelling tool. So I think with the right people helping you write the right um questions, what are they called? Prompts. Prompts, yeah. Yep. It's actually got a name. Yeah. Um, writing the right prompts, 100% you could get it to understand a rubric, understand what you're looking for, and then train a tool to mark an assignment for you, which would. It would take a whole lot of time and effort out of my I could be more present in the classroom, I could be more present with my family at home. Um, it could also be used for students for drafting purposes. Like before you hand up your draft to me, get AI to check it for you through this um tool that I've created based on the assignment that I've given to you. So it's very specific, helpful feedback and not generalized you spelt this wrong kind of thing.

SPEAKER_01 19:54

Yes. Yeah. Oh, I love that. That's a great idea.

SPEAKER_00 19:56

So maybe it needs to be a bit more tailored. Yeah, I think it needs to be more tailored. I think currently it's too generic. Um I think a lot of time needs to be put into teaching teachers how to write prompts and then how to train specific um how to train it into being able to specifically give feedback like you would give. So maybe if teachers provide feedback on one piece of work or two or three or five pieces of work, um, and then provide that feedback as long as it's de-identified, so it doesn't have student names or identification numbers on it, um, and then hopefully then AI can provide the feedback or learn how to provide feedback.

SPEAKER_01 20:40

Mmm, that would be amazing. Um, I feel like we've covered with it this one that if you could fix one big misunderstanding about AI in society, what would it be? I feel like we touched on that a little bit, like the fear and like it's I think jobs always change.

SPEAKER_00 20:53

If we look back at when my dad, when his dad, or my dad's dad, or my great grandfather was working, it was all like education as a whole was training you to become a factory worker, right? And it's not doing that anymore. Like um, there's less of a focus on hard skills and there's more of a focus on soft skills in terms of like um like research, for example. That wasn't really taught before, it was you need to know your times tables and know them off by heart. But now it's like, yes, although being a maths teacher I understand the importance of being able to do quick arithmetic so that you can solve more complex problems. I also understand that most people have a phone in their pocket that can do it for them. Yes. So as long as you understand the concept of what um like wrote learnings out pretty much. You don't need to know, you don't need to know the no, you need to know the why. Yes. Yeah. So I think education has changed, but I th and therefore jobs have changed, and that was gonna happen without AI anyway.

SPEAKER_01 21:55

Yeah, that's true.

SPEAKER_00 21:56

I mean you could s you could argue when calculators were brought out. Exactly like

SPEAKER_01 22:00

All technology shifts everything, right? Very true. Yeah, that's a good point. Um what skills do you think people, especially students, will need most in an AI-shaped future? Being able to ask questions. Yeah, that's a good one.

SPEAKER_00 22:14

Being able to ask questions, being I having deep understanding and being able to apply the understanding, not just know it. You need to know it and apply it and then be able to ask a question about it. Because you can't really ask a good question if you don't understand it.

SPEAKER_01 22:34

Yeah, 100%. Do you think because obviously when ch the students are at school they use the the EdChat? But what about at home when they are able to l use chat GPT?

SPEAKER_00 22:46

So they probably even use the like free one that comes in Snapchat. Yeah, like they probably use all random types of AI tools, right?

SPEAKER_01 22:54

Yeah. Um do you think then like skills-wise, like what do you think is needed to ensure, like obviously at school there's like moderation in place and what they can put in there. What about I guess for other things that students might use Chat GTPT for outside of the classroom? Like, is there any skills do you think that they need?

SPEAKER_00 23:12

I think they just need to be good people.

SPEAKER_02 23:14

Yeah.

SPEAKER_00 23:15

I think the hardest or I'm if something happens in my class, I will take the five minutes, ten minutes, half an hour lesson to make them be good people, like to pull up the behaviour and teach human decency rather than just glossing over it um and letting them like not think about it. I think um they need to understand that just because we can should we? Um like you can 3D print a gun, but should we 3D print a gun?

SPEAKER_02 23:56

Yeah.

SPEAKER_00 23:57

Um we can ask Chat GPT or AI to do things for us, but do we actually need to ask it to do it do it for us? Is it a time save or is it make is it not allowing me to understand and know that skill myself? And am I just being maybe a little bit lazy? Yeah, very true. Um and then safety as well, like am I asking it to do something that's inappropriate and dangerous and yeah.

SPEAKER_01 24:23

Do you think students, have you heard of any students using Chat GPT for like other aspects of like mental health support or bull bullying? I don't know, like any really problematic behaviours or behaviours.

SPEAKER_00 24:35

I actually haven't, yeah, but it wouldn't surprise me if it was because they do that on other forms of technology and AI is just another form of technology. So it wouldn't surprise me if it was being the case. I'm not a um I don't work in the well-being space or the student achievement, um, I don't work in all the leadership roles I've had have been more so working with teachers. Um not working with students, so even though students are around everything we do, like my main work was around coaching like early career teachers and stuff like that. Um so not being in that well-being space and having recently had a year off and now only working one day. Um no, I haven't heard. Um, but yeah, it wouldn't be surprising if I asked my colleagues if they said yes to those questions.

SPEAKER_01 25:30

Which is sad, right? It is, it's scary, but yeah, also like I suppose if you flip the switch like to your colleagues, is there anything like you think skills-wise that you know teachers need to be able to use it for their profession and questions as well.

SPEAKER_00 25:46

I think sometimes like teachers can uh teachers are the worst students, right? They get really stuck in their ways, yeah. And it's like that also teachers never pick to be um like on what are they called in courts? To be on juries because they pass judgment all the time. Yes, all the time. So teachers are quite hard people to teach and hard people to work with. Um and I think just like students need to know how to ask questions, teachers need to know how to ask questions and understand that it's not taking our job, it's making our job easier. All the things that we complain about about needing more time for release to mark to plan, um, if we can provide a good prompt and provide training, it can help us then provide that deep meaningful learning in the classroom because we haven't spent 50 minutes at home and planning a lesson, like making a handout, which we don't really need to be making. Yeah.

SPEAKER_01 26:48

Is that what you use it for?

SPEAKER_00 26:49

Do you use it for like for yeah, I've used it for some planning or some ideas. If we've had an idea for a unit, um I try and just I use it as kind of like um what's it called? Like a thinking body, like asking it questions. Because it does, right? It searches instead of doing a Google shift search, it searches everything and provides like a summary. So I found it really helpful for like summarising big things for me. Yeah, which like I can do myself, but again, it's a time saver.

SPEAKER_01 27:21

Yeah, you've got that skill though, so yeah, 100% I'm the same. Um, sorry, I've got a few more. Um this is a bit more focused on sustainability now. Um, would you use AI less if you knew it consumes significant energy and had a negative impact on the environment?

SPEAKER_00 27:36

I do know that it does that, and that's why I don't get it to do things like right, my friend, a birthday card, because it's like use your brain, you know how to do that. Like, and also a birthday card is innately human. Why are we making it be a robot and then like you can tell when AI has written something, right? Yeah, so it's like I don't think you need to do it for those human things, and I think that's where like being able to ask good questions and write good prompts is important because then you're using it technically less because you get the good question and the good prompt to start off with, so you're using it once instead of using it five times before you get the thing that you need.

SPEAKER_01 28:17

Yeah, that's a good point, and then it's using more energy, yeah. Um, would you accept slower or less powerful AI tools if they were more environmentally sustainable? Yeah, 100%. Yeah.

SPEAKER_00 28:29

Especially becoming a mum recently. It's I do get those doob and gloom moments where I'm like, what world am I bringing my child into? What's it gonna look like? What's it gonna look like?

SPEAKER_01 28:38

Is he gonna die of heat stroke because like yeah, the global temperatures are increased and there's no like trees and there's no animals?

SPEAKER_00 28:45

Yeah, bloody live golf and that possum park.

SPEAKER_01 28:49

Possum park, come on, they're taking the possums out there.

SPEAKER_00 28:52

Yeah, it's really scary.

SPEAKER_01 28:54

Yeah, 100%.

SPEAKER_00 28:55

And now live golf might not even be going ahead anyway. But it's a it's yeah, it's a scary thing, isn't it? It is a scary thing. Like I think we can see the data already of how much our world is impacted and we are past that point where it is impacted, but we need to slow it down. So, yes, it's like I I'm not impatient enough to not wait for something. Like the tool is still there. Yeah, yeah.

SPEAKER_01 29:24

Would you pay more for a greener AI service power by renewable energy?

SPEAKER_00 29:28

I would because I think it's something that I can afford to do. I think I like donating to certain charities and I like buying certain types of food or um buying from certain shops because I know they are better for the environment that I live in. So yes, I would do.

SPEAKER_01 29:47

Yeah. Um who do you think is most responsible for reducing AI's environmental impact? Users, companies, or governments?

SPEAKER_00 30:00

I think all three. I think users need to understand that you don't need to use it all the time. Just because it's there doesn't mean we should be using it for everything all the time. I think companies like, why aren't we, the budget just came out, why aren't we taxing gas still? Dumb. Yeah. Like, I think companies need to be, you need to have the right ethical people in those leadership roles too, even if it's not a law to want to do it themselves anyway. Um and then I think governments need to step up and spend the money where they need to spend the money. Like stop trying to I don't know what the words are, but like stop like stop focusing on things that are just going to build economy and not protect like without the planet, you're not going to have an economy.

SPEAKER_01 30:53

Like you you know, like yeah, those social issues at the core like that needs to be addressed as well, which stem from people's worries about what the environment's gonna look like. Exactly, yeah.

SPEAKER_00 31:05

Yeah, not focusing on those things too. Yeah, I think it's pretty much everyone has a part to play, right? Yeah, like with recycling, like the homeowner needs to do it. The government, like the whatever council you live in needs to do it probably the the yeah, like how they was it they stopped the soft plastic recycling because they didn't have the plant to process it anymore and then it was just getting stacked up in big bags and people were none the wiser and yeah, but then because they lost funding they stopped doing it. Why aren't we funding that? Or why do we still have soft plastics? Like we know how bad they are, we know that single use.

SPEAKER_02 31:40

Yeah.

SPEAKER_00 31:40

It's like AI, right? Yeah, we know it uses however many litres per prompt of water.

SPEAKER_01 31:49

And it's like then can't governments make a solution in terms of like opting for renewables if they're integrating AI into things. I mean I like in AI is integrated into like my Outlook emails, it's integrated into a Google search, and you have no real choice about that. Even as a consumer, I'm kind of like, yeah, I'm using Google, but I didn't know automatically, yeah. So then it's like, well, this is actually getting forced on me. So who's the Google then is doing that? So is Google using renewables? Yeah. Yeah, and then so then who's like allowing Google to, I don't know, do that?

SPEAKER_00 32:26

Yeah.

SPEAKER_01 32:26

Yeah, it's really interesting, isn't it? Um should educational institutions like schools, universities, um, ECC services provide guidance or policies on sustainable AI use?

SPEAKER_00 32:38

Yes. We have a policy on AI, I'm pretty sure. Yeah. Um I think it's mostly around like um authenticity of work and making sure students don't plagiarise. Um but it would be interesting to include a sustainable use policy and not just asking it any odd question that you have, like sometimes you should just go speak to another human about that.

SPEAKER_01 33:02

Yeah, that's a good thought. Um, sorry, last question. What role should educational institutions play in modelling or teaching sustainable AI use to students? Sorry, can you repeat that? Sorry. What role do you think like educational institutions play in modelling or teaching sustainable AI use to students? Like you said, there's like policies around AI, but not specific to sustainability. So where do you think that lies? Like, do you think the institutions as a whole should be able to do that?

SPEAKER_00 33:29

Yeah, I think like teachers I think kids are vulnerable people. Right. They are young, they if you as like if we even take the school out of the equation, like parents and children, children learn things by seeing them, not just like people say, do as I say, not as I do, but most of the time children do as they see adults doing, because they learn through role modelling and through watching people. So I think if I ask the student, it's like with anything, if I ask the student not to plagiarize, but then all my teacher resources that I'm using are plagiarized, that would be bad, right? So if I'm asking a student to use their brain and not ask AI, but then they see me asking AI in every single session, then they would be very confused about that. And then you also erode things like the relationship with the child because they don't trust you because they see you doing what you've asked them not to do. Like when they banned phones in schools, but then every teacher's still on that phone in Yard Judy. Why? Like Interesting. Yeah, so wal w walkie-talkies is a school because that's what we need. I don't need it. Yeah, it's easier for me to just buzz like, hey, I need help out in the courtyard than me opening up my phone, going to the app that I've silenced because I don't want it on my personal device anyway, because I should be able to shut off from work. Like you know, so um I think modelling is really important in everything we do. Like you get a child to clap for the first time by clapping yourself, not by sitting and waiting and hoping that they'll do it. Like they only can do things that they see. So I think it is important that we model sustainable use and direct when is an appropriate time to use it and when maybe we don't want them to use it.

SPEAKER_01 35:21

Yeah, no, I agree. No, thank you. That's like such good insights. This is such valuable information, like just your perspective is so unique and yeah, very well informed. So thank you so much.