AI use in the education space can have a learning curve. When tools like ChatGPT first emerged, educators were concerned about issues like plagiarism — and ultimately, its impact on critical thinking.
However, AI is inevitable, and schools have learned to balance risks and opportunities. In the case of Chatsworth International School, a cautious approach has proven effective so far.
Tech evolution
Established in 1995 in Singapore, Chatsworth International School caters to kindergarten through Grade 13. Its teaching staff comprises educators from over 20 nationalities, while its student body represents more than 60 nationalities.
According to Jonathan Denton, the school’s MYP Coordinator, AI should be seen in the context of a long history of tools in education, from pencils to smartboards. He believes that while AI is getting a lot of attention, it’s ultimately how educators choose to use it that will matter.
“What we need to keep in mind is that these are just tools. How they’re used changes as we become more familiar with them. We’re very much right at the start of the AI wave. For many, familiarising ourselves with the technology and its potential is the first step. It’s extraordinary how many people are out to make money from it. AI workshops are the most well-attended and the highest in demand. The International Baccalaureate has invested a huge amount of resources into harnessing its potential,” he remarked.
For the faculty, AI has been beneficial in lesson planning and curriculum development, functioning as an assistant for processing data, as well as identifying trends, strengths, and areas for development, both at an individual and group level.
“Such technology makes it easier to offer differentiated instruction, allowing teachers to tailor resources and pace based on individual needs, helping each student work towards mastery at their own speed,” Denton observed.
AI, along with other emerging technologies, is not a passing trend but a tectonic shift in defining education, according to Denton.
“The International Baccalaureate has acknowledged that AI technology will become a part of our everyday lives and does not ban the use of such technologies. Students need to be educated on how to use these tools ethically, with credit and references appropriately given, in line with IB’s principles of academic integrity,” he said.
Specifically, the following are some benefits of AI to student learning:
First, AI allows for differentiated reading levels and scaffolding for writing tasks. Second, skill-based subjects like language acquisition, mathematics, and music offer great growth potential as AI could essentially take a similar role to a private teacher. Then, AI gives students instant feedback on their work.
Rising concerns
“AI cannot understand nuance, pick up on a student’s unspoken struggles, or provide empathetic support when a learner is disengaged or overwhelmed. Education is as much about emotional and social development as it is about content mastery, and that’s where the irreplaceable role of a teacher comes in,” he said.
While AI is a powerful tool, like any technology, it also has limitations. Dr Tyler Sherwood, the Head of School, identified AI’s lack of emotional intelligence as a key reason why some learning experiences are still best delivered through traditional means.
Cost is another issue that hinders democratisation of AI.
“Different AI tools provide different quality of service, and some are better than others in certain tasks. There exists an unfair advantage for those who pay subscription fees over those who do not,” Sherwood noted.
For Denton, any resources created by AI need to be checked for accuracy and compatibility with teachers’ lesson plans. He also agreed with Sherwood that AI needs to be equally accessible to all.
Cautiously optimistic
With generative AI enabling easy creation of texts, images, and videos, students now have ready access to tools that can generate content with minimal effort. Chatsworth recognises this reality, and has adapted its evaluation methods accordingly.
“If you are setting students tasks that can be completed by AI then you need to review your teaching methods. In the same way, if you are a maths teacher setting assignments that can be done on a calculator, you are probably asking the wrong questions,” Denton said.
He explained that before adapting assessment methods, educators must first understand how students use AI, which means placing greater value on how students arrive at an answer rather than just what they submit.
“The shift toward assessment methods is that it prioritises process over product. Even when students use AI, we’re more interested in how they engage with the tool: Did they critically evaluate the information? Did they edit or challenge the output? Did they reflect on the learning?” he said.
At Chatsworth, Denton said they have increased the use of in-class discussions, collaborative group projects, oral presentations, and reflective journals to more easily identify genuine student voices and intellectual engagement.
“In terms of keeping a handle on students’ use of AI in assignments, schools use AI declarations as part of academic integrity,” he added.
Meanwhile, Sherwood observed an unexpected impact of AI on student confidence and independence. Since 2008, the school has been integrating emerging technology and tools to support differentiated learning, particularly for content reinforcement and research support. However, school officials were not prepared for how AI empowered shy or reserved students to speak up more in class.
“Some of our more introverted learners have found that AI tools offer a safe space to experiment with ideas, practise explanations, and even review feedback without the fear of being wrong in front of peers. This shift has increased their participation in collaborative discussions and improved their confidence in presenting their thoughts more clearly,” he said.
Essentially, AI has become a training ground, allowing students to build academic fluency before applying it in human interactions, Sherwood concluded.
