A dialogic approach to transform teaching, learning & assessment with generative AI in secondary education: a proof of concept
Year: 2024
Type: article
Abstract: This paper explores the pedagogical potential of GenerativeArtificial Intelligence (GenAI) in secondary education througha dialogic approach to teaching, learning and assessment. It pre-sents an ongoing action research project in collaboration witha high school in Western Australia, involving four teachers to inte-grate GenAI in their classrooms. The study aims to develop andevaluate innovative pedagogies for leveraging GenAI to enhanceeducational practices and student learning outcomes across threeaction research teams focusing on critical questioning, assessmentand differentiation. Drawing on Bakhtin’s concept of heteroglossia,the study conceptualizes GenAI not as a definitive knowledgeprovider but as a dialogic agent that facilitates collaborative dialo-gue and co-construction of knowledge among students. This per-spective aims to encourage students to critically engage with AI-generated content and integrate multiple viewpoints into theirlearning, thus fostering key epistemic skills. Initial findings demon-strate active student engagement in dialogues with GenAI, high-lighting the use of follow-up questions that indicate critical thinkingand creativity. These findings underscore the significance of inte-grating multiple perspectives and fostering epistemic skills amongstudents, promoting a comprehensive and ethical approach to AIuse in education. The research calls for further exploration ofGenAI’s pedagogic potential and its broader implications for edu-cational practices, suggesting a promising avenue for pedagogicalinnovation and the development of critical thinking skills in thedigital age.
Institutions: Curtin University, Murdoch University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Funder: Curtin University of Technology
OpenAlex ID: W4402440122