AI in the classroom

As I stare at the blank screen deciding where to start, there is a part of me that would love to outsource this task to one of the many large language models out there. An easy choice, but one that would add yet another article amongst the plethora of AI-generated content that is now seemingly overtaking human-generated content online. This is a concern in education: given the opportunity, what will motivate students to pursue the creative struggle? Why not outsource for short-term gains, irrespective of the long-term impact?

Meeting the moment

In a recent article in The New Yorker, the writer highlighted the advancement in successful diagnosis of medical cases via a purpose-built tool named Cabot, created by a Harvard computer scientist. One of the doctors interviewed, Benjamin Popokh, had an unsettling realisation one day when he was leaving work: he hadn't thought about a single patient independently that day. In the same article, it references a study where gastroenterologists who used AI to detect polyps got significantly worse at detecting polyps themselves. This cognitive deskilling has started to become evidenced in multiple research papers. 

If this is already happening in highly trained professions, what might the long-term impacts be in an educational setting? As a Pre-Kindergarten to Year 12 school, how do we address this paradox of our need to upskill our students for the future, with the apparent ‘deskilling’ of adults already in the workplace?

At Penrhos, we believe that artificial intelligence can find a place in an educational setting and have already been integrating it into our classrooms and offices. While we don’t have all the answers, it is very clear that there is a deep need for understanding this tool, evaluating where it can have the best outcomes for students, and when it is detrimental.

As a College, we have been exploring artificial intelligence, particularly the large language models, since they were first publicly set free on the world. This has involved working closely with Wesley College to launch our first-ever collaborative professional learning day at the beginning of 2025. This day brought in experts from the WA Data Science Innovation Hub, Dan Bowen (Microsoft's K-12 Chief Technology Officer) and included student perspectives for a fantastic panel discussion. This was followed by a range of workshops run by staff and external experts. Sharing stories and experiences across our schools reinforced our purpose and direction.

What students are telling us

Our recent survey with the Cyber Safety Project showed that approximately 75% of students are already using AI tools. This confirmed the relevance of our direction and highlighted the value of having our ethics and digital citizenship approach evolve alongside student use.

We’ve begun embedding these themes in cyber safety and academic integrity programs, ensuring AI conversations are contextualised and relatable. This proactive stance has helped normalise AI as part of a constantly evolving digital world, rather than an exception.

Setting our direction

Looking ahead, we are in the process of seeking staff feedback on our AI philosophy. This will allow us to articulate our vision for this technology and ensure that every decision about AI-use in our school aligns with the values of a Penrhos Learner and the enduring purpose of a transformative education.

Our exploratory approach has given us valuable insight into what is possible and we are proud of the ground we’ve covered. We now move forward with growing clarity and confidence, knowing that the most powerful innovations often emerge not from certainty, but from the willingness to explore thoughtfully and lead with care.

As I finish this article with the absence of any AI enhancements, I'd like to leave you with this last statement from our AI philosophy: