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Embracing information technology and artificial intelligence At St Michael’s, we’ve aimed to develop a clear, strategic and sustainable approach to artificial intelligence (AI) that aligns and unifies our learning community at a measured pace. The perspective and reflections from both staff and students have underpinned ongoing professional learning opportunities for our teachers (and educational support staff) on use within and beyond the classroom. — Mr Matt Heinrich, Director of Learning Technologies and ICT Our students are at the heart of our exploration and decisionmaking regarding the use of technologies for teaching, learning, and caring. To be truly student-centred, we focus on fostering our teachers’ curiosity to embrace the complexity of new technologies such as AI while supporting their ability to scaffold effective and ethical uses with their students. In alignment with the Australian Framework for Generative AI in Schools, our students are already moving beyond ubiquitous tools like ChatGPT. For instance, robotics students have built custom bots using vision computing AI models to simulate disaster rescues, while others created AI-powered chatbot prototypes within our secure digital environments. This innovative approach ensures that both students and teachers are equipped to collectively navigate the implications of AI on learning and assessment design. Its effectiveness is highlighted by various student achievements in information technology and AI, showcasing our commitment to integrating these fields in meaningful ways. Two notable events from this year demonstrate how both our teachers and students are embracing these advancements and the positive impact they are having on the broader community: The Hatchery’s Integrating AI in Education Conference and the Victorian RoboCup event.
Integrating AI in Education Conference St Michael’s student focus regarding the use of AI for teaching, learning, and caring was no better evidenced than when our students Yuma (12M) and Hannah (11B), along with Director of Learning Technologies and ICT, Mr Matt Heinrich, presented at the Integrating AI in Education Conference held in May. Their session, titled ‘Co-design to inform the use of AI in teaching, learning and caring’, highlighted the shared journey between 6 | The Crest Issue 12 2024
St Michael’s students and teachers of navigating technological change, underpinned by an understanding of the cognitive, social, and psychological needs of our learning community. Key takeaways from the conference included the importance of harnessing the student voice and creating a framework based on trust. Attendees appreciated the insights shared by our students, recognising their capability to discern the difference between learning and merely completing work. The bravery and honesty of our students in discussing their relationship with AI were particularly commended, showcasing their intellectual engagement and potential for the future.
Victorian RoboCup Event St Michael’s has a rich history in robotics, with regular success at RoboCup Junior events. On 14 September, nine teams from our Robotics Club, comprising students from Years 7 to 12, competed against 25 other schools and clubs, where our students’ robots scored points by navigating and detecting objects and simulating disaster rescues. Ashton (12M) and Yuma (12M) leveraged an AI camera and vision computing to make a custom-built bot, which secured them 2nd place in the Open division. Chester (9B) and Oscar (9B) won the inaugural RMIT University Engineering Award for their transition from LEGO™ robotics to constructing a custom robot using Arduino™ hardware and software. These achievements were supported by School mentors Mr Matt Heinrich, Ms Lucy Jones, and Ms Ghada Fahmi, reflecting our commitment to fostering creativity and technical skills in our students. As AI and other digital tools continue to evolve, we strive to maintain a balance between innovation and safety, ensuring our students are prepared to be positive contributors to society. This philosophy underpins our ongoing efforts to cultivate a learning environment that embraces technological advancements while prioritising the wellbeing and development of our students. Mr Heinrich aptly summarised our approach as follows: With ubiquitous access to generative AI technologies now emerging, we remain committed to unifying staff, student and parent mindsets, encouraging a discerning balance of both effective and ethical engagement with such tools.