AI and Plagiarism in Education

AI and Plagiarism in Education

In today’s rapidly advancing technological landscape, the use of AI tools has become increasingly prevalent in education. These powerful tools can significantly enhance learning experiences, offering pupils new ways to explore and understand complex subjects. However, with the rise of AI, concerns about academic integrity, particularly plagiarism, have also grown. Pupils need to understand the ethical implications of using AI in their school projects, ensuring that their work remains authentic and original and that they don’t allow the use of AI to replace opportunities for thinking and learning. This article aims to shed light on the responsible use of AI tools and the importance of maintaining academic honesty in all school assignments.

Understanding AI in Education
UNESCO reminds us that artificial intelligence potentially addresses many of the challenges experienced in education and accelerates the achievement of the United Nations’ Sustainable Development Goal 4 of quality education for all. The use of AI in education must remain human-centred at all times, focussing on the dual goals of skills development and utilising technology for better learning.

Benefits of AI Tools for Pupils
We know that AI tools will increasingly become part of how people do their work. However, pupils need to understand the valid ways in which to use these tools. AI can be particularly useful in researching and writing. Pupils should think of it as a writing assistant. Using AI tools like Perplexity is a more academically rigorous option as it cites the sources of its information. Pupils can use AI tools to help them overcome the intimidating ‘blank page with a flashing cursor’ which often provokes a procrastination response. Rather than thinking, ‘I’ll get to it later’, pupils can start the research process by conversing with an AI chatbot. Asking for ideas on research areas, options for search terms to put into Google or ways to structure writing can all be valid uses. Pupils who struggle with reading could also use paraphrasing tools. 

Does AI ‘outsource pupils’ thinking?
The risk with this is that pupils take away the discomfort needed to learn. We should be hesitant to think that AI tools will solve all of education’s problems and the challenges pupils face. Cognitive scientist Daniel Willingham says, in some ways, our minds are ‘not built to think’. While that seems an odd thing to say, what he means is that real thinking and learning require discomfort, hard work and the determination to push through that discomfort. Our pupils will be tempted to avoid this process by outsourcing their thinking to AI tools. Part of our job as educators, and your job as a parent, is to help pupils develop the resilience to do the hard work of thinking, whilst recognising when there are tools which can help overcome real obstacles.

Recognising and Avoiding Plagiarism
We encourage pupils to respect the AI guidelines for each assignment. There will be differential allowances for AI depending on the skills and knowledge requirements for the particular task. We also encourage teachers to outline these expectations clearly for each task. Pupils need to engage with ethical practices regarding AI use as preparation for tertiary study.

Pupils are reminded that AI is not an academic source and cannot be quoted as one. Bearing this in mind, pupils might consider a few ethical principles when using AI such as: 

  • Is this my own work?
  • Did I apply my mind to the content?
  • Am I copying from AI?
  • Can I defend the content of my document without AI to support me?

Responsible AI Integration
We encourage pupils to question what they read by fact-checking and checking for bias. It is important that at each step, the use of AI does not replace independent thought and research. The High School will release their AI Guidelines as a part of the newsletter this week. Because AI technologies have developed so quickly, these guidelines will be iterative and develop over time. For now, our guidelines are in keeping with university policies, while bearing in mind that our pupils will require more support initially than university students who may work with more independence. 

Future Trends in AI and Education
The future of AI in education holds the potential to revolutionise traditional learning methods, with the possibility of creating more personalised and immersive experiences for pupils. One significant trend is the development of adaptive learning platforms, which could potentially tailor educational content to individual pupils’ needs, strengths, and learning paces. These platforms utilise AI to analyse pupil performance and provide customised resources, ensuring a more engaging and effective learning journey. Additionally, AI-driven tutoring systems are set to become more sophisticated, offering instant feedback and support to pupils outside the classroom. This can bridge gaps in understanding and reinforce classroom learning. However, while AI becomes a powerful tool in education, the teachers’ role and input remain integral to the teaching and learning process. It is and will continue to be the teacher who establishes a positive learning environment, which in turn, encourages and supports effective learning.

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