Big country differences regarding the use of artificial intelligence in primary schools – NRK Østfold – Local news, TV and radio

– Today you will be able to chat with “Socrates Robot”. It's an artificial intelligence robot, says teacher Justin Ryan.

Sixth grade students ask the robot questions written on the board.

“What is the meaning of life?”

“What is happiness?”

Socrates lived more than two and a half thousand years ago, but his philosophical questions are still alive, Ryan told the students.

Students don't get any results about what they ask. The chatbot only asks follow-up questions.

-Socrates' fine can be a bit annoying. “I ask him questions, but I don't get an answer,” says 12-year-old Joachim Matthew Hoffelsen-Inoksen.

“But it's kind of fun, because it makes us think about what we really mean,” says 11-year-old Lena Faith Dzidic.

Students at the school in Frederikstad are using artificial intelligence as support in various subjects.

But not all pupils in primary and secondary schools get the same offer.

Big differences across the country

It is up to each individual municipality to choose which AI solution to use.

Or whether it should be used at all.

NRK asked all municipalities in the country about the use of artificial intelligence in primary schools. Half of the municipalities responded.

More than 80% of them say they have not provided an AI solution that pupils can use at school.

The largest municipalities stand out. Much more of these municipalities provided basic information to pupils than the smaller municipalities in the country.

That's why the differences are so big

Some chose well-known language models such as ChatGPT or Copilot, while others relied on self-developed solutions.

Jostein Meyer, ICT manager and teacher in Meråker municipality, believes there are several reasons why small municipalities do not give pupils access to KI.

– Not all municipalities have someone who has a good overview of KI and is eager to get started, says Mehri.

At Miraker, some teachers have begun using AI tools for planning.

– But taking it to the classroom, we're not there at all. “We don't have enough knowledge to be able to use it as an educational tool,” Myhre says.

This is also witnessed by many other small municipalities that responded to the survey.

Some say they don't have an ICT manager or someone responsible for learning about development.

There can be greater differences

This may lead to disagreements between students, as Special Advisor T explains Kansas Christian Sorby Larsen.

– There are already big differences between municipalities and how they focus on digitalization in schools, says Larsen.

He believes it is very important to have digital skills with an emphasis on critical thinking.

– If you don't make sure everyone has the same opportunities, they won't necessarily have the same right to training, says Larsen.

University of Oslo professor Anders Mursch says the use of artificial intelligence in schools could lead to greater differences between the smartest and weakest students.

My hypothesis is that good people, who can use AI smoothly, are able to produce better texts and get better results.

Weaker students will not necessarily benefit from KI.

– It may become very clear that they copied from KI and that they themselves do not understand what is written. its a problem.

Good experiences

At the school in Fredrikstad, they have good experiences testing AI tools.

– It's a great way to spice up KRLE learning, says teacher Justin Ryan.

He has used the tool teaching sixth- and seventh-graders, and now plans to use it in fourth grade.

– It's nice for students to get quick answers to the philosophical questions they ask, even if they're generated by an AI robot.

He believes this technology is here to stay, but we must use it with caution.

– We should use it in situations where it is useful, such as in philosophical conversations. I would not advise any of my students to use it in terms of writing assignments.