Generative AI in education：Educator and expert views （Ⅰ）

译题：教育中的生成式人工智能——教育者与专家观点（一）

Product by The Open Innovation Team and Department for Education" 英国政府开放创新团队及英国教育部

Introduction

Over the last year， interest in and use of generative artificial intelligence （GenAI） has rapidly increased. GenAI uses foundation models， including large language models （LLMs）， trained on large volumes of data. Notable GenAI foundation models are OpenAI’s GPT-3.5 and GPT-4， which underpin the chatbots ChatGPT and Bing Chat.These tools can be used to produce artificially generated content such as text， audio， code， images and videos. Other examples of GenAI tools include Google Bard， Claude and Midjourney. This technology is also increasingly being integrated within other digital tools.

Although GenAI is not new， recent advances in the underlying technology and greater accessibility mean that the public can now use it more easily. This poses opportunities and challenges for the education sector.

The Digital Strategy Division in the Department for Education （DfE） asked HM Government’s Open Innovation Team （OIT） to explore the opportunities and risks for GenAI in education.

This report contains insights from interviews with teachers and educators at 23 educational institutions， 14 interviews with experts from academia and the education technology （EdTech） industry， a range of quantitative data sources， and key themes from academic and grey literature. We have also drawn on the DfE’s Call for Evidence summary of responses where relevant.

The report covers：

？誗How the sector has responded to and adopted GenAI technology.

？誗Applications and opportunities for GenAI in education.

？誗Reported impact and benefits of GenAI use in education.

？誗Barriers to adoption and risks that GenAI presents for education.

？誗Support the sector would like to receive from the DfE and government.

Key findings

Teachers and experts acknowledge that GenAI could have a transformative impact on education. From helping teachers save time by automating tasks， to improving teaching effectiveness by personalising learning for students， there is significant potential for GenAI to benefit the sector. At the same time， there is considerable concern about the risks it presents， as well as scepticism about whether these can be mitigated.

Use of GenAI among teachers and students has rapidly increased over the last year. By November 2023， 42% of primary and secondary teachers had used GenAI in their role （an increase from 17% in April）. Pupils and students may be using GenAI more than their teachers. 74% percent of online 16-24 year olds in the UK have used a GenAI tool.

Evidence on GenAI use in an educational context shows figures ranging from 14% to 67% of students having used GenAI for schoolwork and studies.

Educators are already realising the benefits of using GenAI， namely in helping them save time by creating lesson resources， plan lessons and streamline administrative processes. Reported benefits for students include increased engagement and better support for students with special educational needs and disabilities （SEND） by personalising learning materials.

There is widespread recognition of the risks GenAI presents for education. There is considerable concern around GenAI-enabled academic malpractice， student overreliance on GenAI， as well as ethical， safety and data privacy risks of use. The potential for GenAI to widen educational inequalities was raised. There is also concern that the benefits of GenAI for education will never be fully realised due to barriers to adoption. Lack of knowledge about how to use GenAI， and poor digital skills and infrastructure are limiting further use among teachers. Negative media coverage affects some teachers’ perceptions of GenAI， as well as raises concern about the threat of AI to teacher job security.

There is appetite for government support to ensure GenAI adoption in education is safe， effective， and aligns with good pedagogy. There is little robust evidence on the impact of GenAI in education， with experts emphasising the need to build an impartial evidence base to better understand the impact of GenAI tools on education. Suggestions for the role of government included sharing guidance and best practice and ensuring student data protection and privacy. As the sector adapts to GenAI， experts and educators also highlight the need for a longer-term strategy for artificial intelligence （AI） in education that is future-proofed to keep pace with the evolving nature of this technology.

译文

简介

在过去一年里，人们对生成式人工智能的兴趣和使用频次迅速增加。生成式人工智能使用基础模型，包括大型语言模型，对大量数据进行了训练。最让人耳熟能详的生成式人工智能基础模型是OpenAI设计的GPT-3.5和GPT-4，它们是聊天机器人ChatGPT和“必应聊天”的基础模型。生成式人工智能工具如谷歌Bard、 Claude和Midjourney，可以生成各种内容，如文本、音频、代码、图像和视频。生成式人工智能技术也被越来越多地集成到其他数字工具中。

虽然生成式人工智能并不是什么新鲜事物，但最近基础技术的进步和更大的可访问性意味着公众现在可以更容易接触和使用它。这也给教育部门带来了机遇和挑战。

英国教育部的数字战略部门要求英国政府的开放创新团队探索生成式人工智能在教育中的机遇和风险。

本报告包含了对23个教育机构的教师和教育工作者以及来自学术界和教育技术行业的14个专家的访谈结果，一系列定量数据来源，来自学术和灰色文献的关键主题，等等。我们还借鉴了英国教育部门的相关回应证据摘要。

该报告主要涵盖了：

教育界如何应对和采用生成式人工智能技术。

生成式人工智能在教育中的应用和机会。

生成式人工智能在教育中使用的影响和好处。

生成式人工智能给教育带来的适应障碍和风险。

该行业希望得到教育部和政府的支持。

主要调查结果

教育者和相关专家们都认为，生成式人工智能可能会对教育产生变革性的影响。从通过自动化任务帮助教师节省时间，到通过为学生提供个性化学习服务来提高学习效率，可以看出生成式人工智能对教育有巨大的应用潜力和益处。与此同时，人们对它所带来的风险表示了相当大的担忧，以及对能否减轻这些风险表示怀疑。

在过去的一年中，使用生成式人工智能的教师和学生人数迅速增加。到2023年11月，42%的中小学教师使用了生成式人工智能课程（较同年4月份的17%来说有所增加）。学生可能比教师更多地使用生成式人工智能。在英国，74%的16～24岁在线用户使用过生成式人工智能工具。

有关在教育环境中使用生成式人工智能的数据显示，14%～67%的学生在完成作业和日常学习中使用生成式人工智能。

教育工作者们已经意识到使用生成式人工智能的好处，如生成式人工智能能够通过创建课程资源、对课程进行计划和安排、简化行政流程来帮助教师节省工作时间。据报道，生成式人工智能对学生的好处包括，通过个性化的学习材料提高了学生的参与度，并为有特殊教育需求和残疾的学生提供了更好的支持。

人们普遍认识到生成式人工智能可能会对教育带来风险，如学术不端、学生过度依赖生成式人工智能以及伦理、安全和数据隐私等方面的风险，并为此感到相当担忧。有人担心生成式人工智能扩大了教育不平等的可能性。还有人担心由于在教育中采用方面的障碍，生成式人工智能对教育的好处永远无法充分实现。另外，缺乏关于如何正确使用生成式人工智能的知识，以及糟糕的数字技能和基础设施，限制了教师进一步使用生成式人工智能。还有一些负面的媒体报道影响了一些教师对生成式人工智能的看法，同时也引发了人们对人工智能会取代教师工作的担忧。

人们希望得到政府的支持，以确保在教育中采用的生成式人工智能是安全的、有效的，并与良好的教育方法相一致。关于生成式人工智能在教育中的影响，几乎没有强有力的证据，因此专家们强调需要建立一个公正的证据基础，以便更好地了解生成式人工智能工具对教育的影响。专家们还建议政府能够对教师进行指导并分享最佳实践的成果，以及确保学生的数据安全和隐私。随着教育行业适应生成式人工智能，专家和教育工作者认为，需要制定一项面向未来的人工智能教育长期战略，以便跟上这项技术不断发展的步伐。