Surprised to read this as Norway also has Sikt AI for schools, where teachers can monitor how AI systems are used. Seems like it has both embraced AI and banned it.
Surprised to read this as Norway also has Sikt AI for schools, where teachers can monitor how AI systems are used. Seems like it has both embraced AI and banned it.
> Seems like it has both embraced AI and banned it.
Indeed, seemingly they done so by age/educational progression:
> Pupils from first through seventh grade, aged 6 to 13, should as a general rule not be using AI, while those in lower secondary school, aged 14 to 16, can cautiously adopt tools under teachers' supervision, the government said. In upper secondary education, from ages 17 to 19, students should learn to use AI appropriately so that they are prepared for further education and work, it added.
I wonder if the struggle is really comprehending thoughtful selective adoption.
Schools are the place where the product is a more fully developed person. There's no LLM shortcut for generating that. There are many ways you could use LLMs that would discourage it. There may be some that can encourage it.
Personally, I can see aggressively keeping kids away from LLMs until they've learned effort, living in tension/frustration, the pleasure of breaking through to discovery, trust evaluation, hypothesis/test cycles, and good socratic dialogue from the learner's side.
It may be possible at intermediate phases to prime some models to help with this process.