לחזרה לרשימת המאמרים
By Oksana Pasichnyk, c a Computer Science teacher in Lyceum Sykhivsky (Lviv, Ukraine), and a member of the Working Group on the Development of the Guidelines.
במאי 2024 פירסמה ממשלת אוקראינה הנחיות לשימוש אחראי בבינה מלאכותית בבתי ספר על-יסודיים. Oksana Pasichnyk, חברה בקבוצת העבודה שפיתחה את ההנחיות, מספרת עליהן.
במדור ״מבט עולמי״ בעלון "מֵעֵבֶר לבינה", נזמין מומחים העוסקים בבינה מלאכותית ברחבי העולם. הפעם הזמנו את Oksana Pasichnyk, חברה בצוות לגיבוש מדיניות בינה מלאכותית בחינוך באוקראינה. ד״ר ישי מור נפגש איתה מסגרת מחקר שערך לקראת כתיבת הנחיות שימוש בבינה מלאכותית בישראל, וחשב שהגישה שלה מרתקת, גם אם לא זהה לתפיסה הישראלית המתגבשת בימים אלה.
מעוניינים לקרוא את המאמר בעברית או ערבית? זה פשוט, הבינה המלאכותית תתרגם.
לחצו על הכפתור הימני בעכבר - ייתכן שתמצאו שם כפתור תרגום.
דרך נוספת - העתיקו את הטקסט והדביקו למחולל הטקסט האהוב עליכם, למשל קלוד, ג׳מיני או chatGPT. טיפ: כתבו לו - בבקשה תרגם לעברית, אנא שמור על המבנה המקורי, פסקאות, כותרות משנה. אתם ממהרים? בקשו ממנה לתקצר את המאמר. מעונינים בשורה התחתונה? בקשו את חמש התובנות העיקריות מהפוסט של אוקסנה.
Bridging the gap between theory and practical application
In May 2024, Ukraine's Ministries of Education and Science and Digital Transformation developed Guidelines for Using Artificial Intelligence in Secondary Schools. A working group of 30 specialists was formed, including representatives from the ministries, academia, teacher-training institutions, universities, schools, the IT industry, and the public sector, ensuring a holistic approach with diverse collaborators.
The Guidelines are structured into six comprehensive chapters, complemented by nine detailed appendices. The chapters present overarching concepts and approaches, while the appendices dive into practical guidance on specific topics.
One chapter, for example, focuses on the Basic Principles of the Responsible Use of AI Systems in General Secondary Education. While it emphasizes the importance of a holistic understanding of values and principles, this approach may feel overly theoretical and less practical for schools. To address this, the Guidelines include a supplementary table offering concrete strategies to mitigate potential risks associated with AI in education, bridging the gap between theory and practical application.
We also addressed the Organizational Implementation of AI Systems in Educational Institutions, clearly defining the responsibilities of both individual teachers and schools as a whole. While certain decisions, such as developing a policy of academic integrity, are best handled at the institutional level, others fall within the teacher’s discretion. For example, while the school sets the policy, it’s the teacher who determines the appropriate level of AI use for specific assignments.
Applying AI tools in teaching and learning
To make these guidelines as practical as possible, we focused on offering numerous ideas for applying AI tools in teaching and learning. Instead of relying solely on a traditional list of recommended tools—which can quickly become outdated—we included a Checklist for Teachers. This checklist is designed to help educators evaluate and make informed decisions about new AI tools as they encounter them. The questions in this checklist help educators evaluate functionality, assess potential risks, and address ethical considerations when integrating AI into the classroom.
Age limits and gradation of student experiences
Another often confusing aspect is that of age limits for using most AI tools. While it is crucial to protect data, address privacy concerns, and safeguard student information, it is equally important to prepare students to become skilled and responsible AI users. To balance these needs, we proposed a gradation of student experiences aligned with the curriculum, offering teachers practical suggestions for incorporating AI into various classroom activities. Students can begin developing critical thinking skills by analyzing pre-generated (and teacher-verified) content, helping them recognize manipulated or biased information long before they use generative AI tools independently. Another essential aspect of AI literacy is computational thinking, which is integrated into the Informatics curriculum from primary school through high school, laying the foundation for understanding and leveraging AI technologies effectively.
Typology of AI Systems in Education
A Typology of AI Systems in Education was introduced, categorizing AI tools according to their purpose, functionality, and role in the educational process. We hope this framework helps educators and institutions better understand and select tools that align with their specific needs and goals. To make informed and confident decisions about AI tools, teachers need at least a basic level of AI literacy, which is outlined in another chapter of the Guidelines. Recent studies highlight the growing demand for this skill, with AI competence ranking among the top three professional development priorities by teachers-alongside English
language skills, and first aid medical and psychological training.
It is essential to maintain a balanced and critical approach, ensuring that AI adoption enriches the learning experience while addressing potential challenges and ethical considerations.
This article was written by Oksana Pasichnyk, a Computer Science teacher in Lyceum Sykhivsky (Lviv, Ukraine), and a member of the working group on the development of the Guidelines, oksanapas@yahoo.com
(המסמך באנגלית, אבל אפשר להזין אותו למחולל הטקסט האהוב עליכם, למשל chat GPT ולבקש תרגום ולתחקר אותו.)