“It’s taking all the cognitive load and kids just copy the answers straight in.”
A recent Education Review Office [ERO] report found that while AI has become a fixture in New Zealand classrooms, more than half of teachers believe it is harming students’ ability to think critically and creatively.
The nationwide study, released on July 30, found schools were struggling to keep up with the technology through policies, guidance and training. It also found widespread concern that over-reliance on AI could leave students less able to think for themselves.
ERO is calling for a national framework to improve students’ and teachers’ AI literacy so the tool can be used for good, rather than erode progress.
Ministry of Education business operations general manager Antony Harvey said the ministry was considering ERO’s findings and recommendations.
Artificial intelligence presented opportunities and challenges for education, Harvey said.
“It is important that schools are supported to use these technologies safely, responsibly, and in ways that improve learning.
“The Ministry has already developed guidance and resources to support schools and kura in using AI, and we regularly share information and updates with the sector.
“While AI can help with routine tasks and save time, teachers and education experts remain at the centre of decision-making, and technology should support good teaching, not replace it.”
McKenzie said while he used AI for administrative tasks and drafting correspondence, the technology needed “proper oversight”.
“The Ministry is telling us we have to teach our kids how to use AI responsibly.
“That’s not going to happen; we’re programmed as humans to take the shortest, easiest route.
“It’s robbing you of your thinking; thinking you should do to learn how to use your brain.
“It’s this wave washing over us, and we don’t know what to do. How do we teach our kids when they don’t need to learn?”
Whangarei teacher Iain McKenzie is concerned AI will rob students of the ability to learn and develop critical thinking skills.
Whangārei MP Shane Reti said he wrote and published the national AI strategy last year and delivered it to the AI Impact Summit in New Delhi in February.
Regarding AI and critical thinking, he acknowledged: “From an education perspective there is work to do”.
“We are building a knowledge rich curriculum that gives students the knowledge they need to be able to think critically,” Reti said.
“AI is included in the technology curriculum and as two standalone subsets at senior secondary which, alongside social sciences and all other curriculum areas encourages critical thinking.”
NZQA acting chief executive Prashant Bakshi said AI offered “significant opportunities”.
“But people rightly expect it to be used responsibly,” Bakshi said.
“That means making sure AI-supported decisions are accurate, fair and transparent, and being clear about where technology adds value and where human judgment must continue to play a leading role.
“Our responsibility is to ensure these technologies are deployed carefully, with clear oversight and accountability, and that people remain at the centre of important decisions.”
Alfred in the classroom
McKenzie is developing “Socratic tutors” to help students get the most out of AI without eroding their critical thinking skills.
McKenzie said his tutors – like chat windows or chatbots – are called Alfred after Batman’s loyal butler and closest confidant.
An Alfred would be assigned to each student in the classroom, allowing students to ask questions.
McKenzie said, unlike many generative AI tools, the tutors would be designed not to provide direct answers. Instead, they coach them to the answer by prompting them and guiding them in a two-way discussion.
“They will ask ‘what have you got so far?’ and coach you to read another paragraph or ask, ‘what do you think the author is trying to say here?’.
”The tutors are restricted from giving an answer and will coach them to the answer as opposed to AI which goes ‘here’s 150 words you can copy and paste into your assignment’.
McKenzie said he hoped to offer the technology to fellow teachers by the end of the year.
Jenny Ling is a senior journalist at the Northern Advocate. She has a special interest in covering human interest stories, along with finance, roading, and social issues.