Impact of Gen AI
Assessing literature on the impact of generative AI on young minds – watch this space!
Each week someone in our research team posts a new article about the impact of AI in education for review and discussion. Academia is catching up to this new phenomenon that’s revolutionising schools, and rewiring the modern brain.
At Barker we are convinced that we need to thoroughly understand the extant research into the impact of generative AI on young minds as we continue to develop our own bespoke research programs and teaching practices. We have a responsibility to our community, especially our young people, to be fully informed. Similarly, we want our research to be well informed, meeting the literature gaps needed for schools in Australia and abroad.
Therefore, earlier this year we entered a partnership with academics at the University of Sydney seeking to review the literature and produce a publication that establishes a framework for research design and teaching practice. As soon as it is published we will be disseminating through the Barker Institute website and our collation of research and thinking on AI, Learning and the Developing Mind. We look forward to sharing this freely, so that it may lead to collaboration and benefits across the nation.
While the body of research is growing, Generative AI is so new that there is more to be done. Therefore, concurrently with the review, we have begun a series of close-to-practice research projects related to generative AI in schools. These are informed by preliminary findings from the university collaboration and will sit alongside the review article as part of a growing body of work seeking to understand the impact of Generative AI.
Watch this space!
Dr Matthew Hill
Dr Matthew Hill is the Director of The Barker Institute with a focus on professional learning, research, and innovation in the school. He teaches Physics and the new Science Extension course at the School which introduces students to scientific academic research. Matthew's doctorate reflects his passion for science education focussing on Representational Fluency amongst physics students at school and university. He has published in leadership, education, and science journals and been involved in course development and teaching at The University of Sydney and The University of Western Sydney. He has also completed a Graduate Diploma in Divinity at Ridley College in Melbourne.
