Page 165 - Izobraževanje v dobi generativne umetne inteligence

Generative AI and the Croatian Educational System

as a tool to enhance their learning rather than a source of unquestionable
authority (Dwivedi et al., 2023).
Pedagogical approach to teaching about Generative AI
Teaching about Generative AI to elementary school students requires a ped-
agogical approach that simplifies complex concepts while fostering curiosity,
critical thinking, and ethical awareness. The approach should be hands-on
and interactive, using age-appropriate analogies and activities to introduce
students to the basics of AI, its applications, and its limitations. It should also
promote active engagement through exploration, discussion, and reflection.
At the foundation of this approach is experiential learning, where students
interact with simple AI tools to understand how they work. For example, they
could use platforms like Teachable Machine (n.d.) to create basic image or
sound classification models, helping them grasp the concept of training AI
with data. This aligns with constructivist principles (Piaget), enabling stu-
dents to build knowledge through hands-on experimentation.
Next, scaffolded exploration should guide students in understanding Gen-
erative AI’s role as a creative assistant (Sætra, 2022). Teachers can demonstrate
how AI generates stories, drawings, or music, emphasising that the AI relies
on patterns learned from large datasets and does not »think« like a human.
Activities could include comparing AI-generated outputs with student-creat-
ed work to identify similarities, differences, and errors, fostering critical anal-
ysis and reflection.
Storytelling and analogies (Chadwick & Muilenburg, 2011) play a vital role
in simplifying abstract concepts. For example, explaining AI as a »very smart
copycat« that learns from examples and tries to predict what comes next can
help students grasp the idea of generative models. Discussions can explore
questions like, »How does the AI know what to draw?« or »Why might it make
mistakes?« These discussions should also introduce the idea that AI can only
work with the data it has seen and may not always provide correct or ethical
results.
A focus on collaborative learning helps students explore AI’s ethical im-
plications. Small group activities could include role-playing scenarios where
students act as AI trainers or users, decide what data to include in training
and discuss the consequences of biases or misinformation. This aligns with
Vygotsky’s sociocultural theory, emphasising learning through interaction
and dialogue.
Additionally, ethical literacy is integral to teaching about Generative AI,
even for younger students. Through age-appropriate discussions, students
can reflect on questions such as, »Is it okay for AI to make art or stories for

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