Over the last weeks ChatGPT and Natural Language Models of Artificial Intelligence have created a real buzz for many in the technology industry and general media. For schools the arrival of these have generated important reflections and introspection on the role of AI, Chatbots and Natural Language Models in schools and the classroom. ChatGPT bringing on important moments to think about the role #AI in a classroom- schools. How does this refocus and challenge educators pedagogy, which can often in schools be focused on teaching content -knowledge with assessments designed around tests and exams.
We as educators and schools need to invite ourselves to ask what then is the value added proposition of learning in a classroom and school in the age of #AI #ChatGPT3. How do schools position themselves for a future with #AI. We all need to create the space, time, and support community voices to engage with this creative tension. To find the time and space, and hear these voices, will only allow us to be better prepared for such cohabitation.
Over the years working in different international schools as an IT Director, Director eLearning, Head of Education and Media Technology and Deputy Principal I have had the opportunity to lead, design and collaborate with Leadership Teams and IT Teams the implementation and adoption of digital ecosystems and environments. These experiences have been an important point of reference in my own learning and understanding on the complexities, challenges and opportunities of leading technology change in a international school setting.
I had the privilege to be able to collaborate and co-write this eGuide with Adam Morris who is Schools Technology & Integrations Director @ FariaOne Group. A special thank you goes out to the Managebac team who provided us with support and guidance throughout the process. As the group worked and collaborated together on the eGuide Adam and I had the opportunity to each reference our own professional experiences working, coaching and supporting schools around the world with leading technology change.
The guide is a a point of reference to support conversations, reflections and how to engage with technology change with a whole school approach. It is there to provide provocations, points of reference on change and the workflows and dispositions to consider as one engages in a technology change process with a whole school approach https://guide.fariaedu.com/leading-technology-
On May 25th 2018 the General Data Protection Regulation (GDPR) will come into full swing in the European Union as law, focused on individual privacy and access/use of personal information of European Union citizens. The General Data Protection Regulation (GDPR) is a new set of rules governing the privacy and security of personal data laid down by the European Commission which impacts all European Union’s (EU) organization both commercial and non commercial (non-profit) and foreign companies and organizations which handle European Union citizens personal data. The objective of bringing this regulation into law across the EU is in reaction to significant changes with the digitization of information and the growing power of algorithms used by large corporations in analysing and using personal data for commercial use. The General Data Protection Regulation has been designed to give a greater level of control to EU citizens over how their data is processed and used by companies and organizations.
For European International Schools GDPR is an important regulation that schools are working to become complaint. The GDPR requires European International Schools to ensure that all schoolwide processes, producers, and policies with personal data of staff, faculty, parents and students are complaint with the GDPR regulation.
Local government authorities enforcing the GDPR could potentially give out fines if organization do not comply to the GDPR.
There are three areas that European International Schools have to focus on for the GDPR :Governance ⅓, Data Protection ⅓ and Cyber Security ⅓. Schools need to show that they are working toward compliance in all three areas and ensure that any personal data they process is handled and stored securely. The focus is on mitigating the risk of personal data not being properly safeguarded. The GDPR extends to those organizations, companies, and services which European International Schools use for different services or resources in and outside of school Under the GDPR schools will be responsible to ensure these organization which might be accessing community members personal data are complaint with GDPR.
There is no doubt this new regulation brings about a lot work forEuropean International Schools as they review, and analysis their current status and enhance procedures, process and policies to be compliant with the GDPR.
This summer as many European International Schools realized the importance of this new regulation and in tandem understanding the extensive work needed to be done the International School of Brussels created a GDPR International Schools working group in an effort to share expertise and resource. In this GDPR working group over 45+ European International Schools are currently sharing and collaborating both virtually and in person. There have been two meetings hosted by the International School of Brussels on their campus in Brussels this fall and spring. 45+ European International Schools came together with representatives from school Leadership teams, IT Departments, and Administrators to work to support each other. In tandem the Brussels GDPR International Schools working group has been supported by 9ine consulting https://www.9ine.uk.com/ who are working with quite a few European International schools as consultants/experts on GDPR compliance in a school setting.
It is evident that working towards General Data Protection Regulation (GDPR) is very time consuming workflow, and the process requires whole school communities to consider enhancing or implementing new process, procedures and policies related to personal data used on and off campus. This workflow is requiring schools to look at all the daily process and procedures we often take for granted where personal data is being used, access and shared. One actually does not realize the magnitude of ways we work with school community members personal data in and out of school. This process is bringing this to light for many schools.
Below are good resources to support a further understanding of the GDPR
GDPR International Schools work group (a Google group started by the International School of Brussels)
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