Recognising the value and risk of new technologies

The introduction of any new technology to our society offers advantages and disadvantages. The challenge is to make sensible decisions about how to best harness the positive aspects, while mitigating the risks. And this requires us to be able to think critically, reason logically, and make informed judgments – all essential elements of a Melbourne Grammar School education.

One of the more recent applications of technology our society is grappling with are the developments in artificial intelligence (AI). AI systems utilise algorithms and statistical models to analyse large amounts of data and recognise patterns, enabling them to make decisions and take actions based on the information they process. Familiar examples include ‘self-driving’ vehicles, facial recognition and even online shopping recommendations based on past purchases.

There is no question that AI offers exciting possibilities for us all. There are several Old Melburnians working at the forefront of developing promising AI applications in the medical field which will transform diagnostics, treatment and prevention of certain diseases. Others are applying it with great effect in business settings and in the visual and performing arts.

One of the most recent AI applications to have a direct ramification for teaching and learning is Large Language Models (LLM) such as ChatGPT. These systems are fed massive amounts of humangenerated text, which they use to identify and analyse statistical patterns within the language. By doing so, these applications can generate natural sounding pieces of writing in response to a prompt with remarkable speed and accuracy.

There are some aspects of education for which ChatGPT may be very useful. For example, ChatGPT may produce questions, summaries and information that teachers and students hadn't considered before. Similarly, students might use it to gather ideas about how to structure their resultant essay. Like any tool, valuing creativity, acknowledging references and making ethical decisions about how and when to use ChatGPT are important.

However, ChatGPT has its limitations. Like online search engines, it is not a reliable source of academic information, and, more importantly, it cannot replace the capacity for informed, moral, and ethical human thinking which forms the crux of our teaching at Melbourne Grammar School. Nor will ChatGPT replace our approach to learning in the use of dialogue and discourse. Students and staff will also continue to focus on the ideas and arguments with positions needing to be defended with evidence and examples.

Philip Grutzner

After careful consideration, Melbourne Grammar School has determined that we will not prohibit the use of ChatGPT at the School. Rather, we will educate students about when it is appropriate to use it, and how to use it well. We will ask them to declare when they have used it and we will adapt our teaching and learning strategies, including assessment, to take advantage of what it offers.

Despite doomsday predictions with previous technical innovations, humans have adjusted and then embraced the printing press, electricity, railroads, automobiles, international transport and the internet. Throughout our 165-year history, Melbourne Grammar School has recognised the value and issues relating to new educational opportunities. For example, we adapted well to the introduction of computers in the 1990s, adjusting our teaching and assessment practices to leverage the possibilities they offered. Much of our content now lies in our online platform, and teachers and students use these tools in class every day.

Taking the human impact into account, as we do for all new initiatives, we will continue to monitor any arising opportunities and risks that AI presents and adjust our approach as needs be.

Philip Grutzner Headmaster