These are exciting times in education. When technology takes a big leap forward, as it has with the rapid development of Artificial Intelligence (AI) and Generative AI (Gen AI), powered by Large Language Models (LLMs), we are thrown into a situation where teachers are very much learners. As these tools continue to evolve quickly, so does our understanding of their potential and limitations. Here are a few examples of how this is impacting our students. 

Age-appropriate AI Integration
Age limitations apply to many of Gen AI tools, so that only Year 9 students and upwards would be able to use them in school directly. However, our younger students are getting exposure to AI in other ways. In the Junior School, students in Year 4 to Year 6 are using a platform called Century Tech. This uses more ‘old school’ AI to monitor a student’s responses to short assignments and suggest next steps based on their performance as well as giving instant feedback to the student so that they can learn from mistakes. 

Also in the Junior School, the humanities team have been experimenting with the ‘Chat with a Historical Figure’ feature on the LessonLabAI platform, where both teachers and students can interact with historical personalities in a dynamic, conversational format. For instance, Year 6 students recently engaged in a thought-provoking dialogue with Anne Frank and WWII evacuees during humanities and reading lessons. Meanwhile, Year 5 students used the platform to interview space pioneers like Neil Armstrong and Buzz Aldrin as part of their space exploration unit. AI made these learning experiences more interactive and personal, allowing students to dive deeper into historical contexts and scientific discoveries. It not only boosted engagement but also fostered a sense of inquiry, helping students develop critical thinking skills by posing thoughtful questions and reflecting on 
the answers. 

In the Middle School, teachers have been using Gen AI in lessons to show students educationally sound examples of how to use such a powerful tool. For example, in a Year 7 science lesson, students researching echolocation and ultrasound were able to ask Co-pilot iterative questions using the teacher’s computer. 

Using AI Authentically
What about our older students? We want them to access authentic tools that they will have access to in the real world. How do we educate them when tools are evolving so quickly and when we as professionals need to ensure tools are safe and educationally sound? How do we guard against the temptations for misuse? 

We have held sessions for Upper School and Sixth Form students on the use of AI in their learning and its connection to academic integrity. These sessions have taken the form of assemblies for some, while others engage in themed events such as the Principled Learners’ Day with IB Year 12 students. These have allowed us to explore Tanglin’s principles on AI from both a student and teacher perspectives. It is key that students understand that our approach to AI applies to the whole Tanglin community and not just them. 

Understanding AI
We want our students to understand the power and limitations of AI and use it in ways that enhance their schoolwork without compromising its purpose. In our sessions, we explained what AI is, how it works and how rapidly it is evolving. Like with our staff, we encouraged students to focus on how AI can support their regular school tasks rather than getting distracted by the latest applications. We also examined the many grey areas AI introduces, guided by Tanglin’s AI Principles and our Academic Integrity Policy. 

A powerful exercise for students was to consider an upcoming major independent project such as a piece of coursework in Upper School or an Internal Assessment in Sixth Form. They were encouraged to break down the steps involved and identify where AI could be useful and where it should be avoided. The exercise allowed us to explore the purpose of those tasks, which, as in any school endeavour, is learning. Also, we discussed where using AI is appropriate and how it can streamline resource finding very efficiently and as a consequence help us select sources. However, any step that requires students’ input in the actual choice of content, reflection or use of ideas to make their own point are steps where AI should not be used as that piece of work would not be considered as their own work.
 

Aligning with Tanglin’s AI Principles
We also worked to destigmatise the use of AI, addressing the perception that it is often “wrong” to use it. We discussed the many grey areas surrounding AI and emphasised that as long as students’ use of AI is aligned with Tanglin’s principles, it can be appropriate and beneficial. To illustrate this, we explored examples of how AI can be used effectively in a learning context. Most examples we used revolved around the use of LLMs (Large Language Models) like ChatGPT or CoPilot in the following ways:

• Support student engagement with content: Students can upload a resource such as a PDF created by a teacher and have AI ask them questions, help them retrieve and therefore learn the content. 
• Feedback on student responses: We discussed how AI can provide a useful ‘middle ground’ between their work and the feedback of their teacher. By uploading specifications, AI can be used to give preliminary feedback. However, students are reminded to share any AI feedback with their teacher and not pass any work created by AI as their own.
• Create personalised revision timetables: This helps students manage their study time around specific content and track their understanding through generated questions and self-marking tools.
• Summarise sources: This is particularly useful for students in Sixth Form students working on EPQs or Extended Essays. AI-generated summaries allow students to save time and focus on deep reading of the most relevant sources. 
• Impersonate historical figures: AI can stimulate conversations with historical figures and provide a useful tool for students who want to test their factual knowledge. 
• As AI technology evolves, we will continue to experiment with its applications to enhance student learning at Tanglin through examples of appropriate use but also through directed teaching in academic lessons or the Lifeskills programme. All of these will be guided by our AI principles to ensure that we model responsible use for our students. In doing so, we aim to help them understand how to harness the power of AI while upholding their academic integrity.