Generative AI and single-sign on in Norwegian schools – an interview with researchers from the University of Oslo

From left to right, Greta Björk Gudmundsdottir, Øystein Gilje and Ola Erstad

ICILS 2023 revealed that computer and information literacy of students varied a lot within countries. What are the implications of ICILS 2023 for Agile EDU?

The ICILS 2023 study reveals a decline in average computer and information literacy scores compared to previous assessments in 2018 and 2013. Additionally, the findings indicate that socio-economic status (SES) significantly influences students' digital competence scores, with students from lower SES backgrounds struggling more than their affluent counterparts.

For Agile EDU, these findings underscore the necessity to address disparities in digital competence among both students and teachers. This implies the need for targeted measures informed by research data to resolve these gaps. Thus, ensuring equitable access to digital technology, platforms, and resources is crucial in reducing these disparities. Furthermore, we think the professional development of teachers in digital competence is an essential area of focus.

The urgency for Agile EDU to adopt inclusive and data-driven approaches to address the diverse digital competence needs across different contexts and countries is clear. At the same time, we must recognize that a one-size-fits-all solution is not feasible. We need to tailor approaches to the specific educational contexts when implementing digital technologies in education.

 

In Agile EDU you are investigating the use of AI in schools and the single sign-on system in Norway. Why are these topics important to you? What could other countries learn from your experience?

In Agile EDU, we are investigating large language models (LLM) and generative AI in schools, as well as the implementation of a single sign-on (SSO) system in the education sector in Norway. These topics are important to us because they represent significant advancements in educational technology with the potential to transform both teaching and learning environments.

Our research into LLM and generative AI explore their vast opportunities for students and teachers in terms of creative expression. However, we've also identified challenges, such as privacy concerns, ethical issues, and data bias. These challenges are something teachers and students need to both learn more about and be increasingly aware of. 

With the growing diversity in student populations, AI technology presents fascinating possibilities for teachers, such as adapting learning materials to meet individual students' needs and providing personalized learning experiences tailored to different learning styles and paces. Our research focuses on teachers' transformative agency, which refers to their ability to adapt to and incorporate new knowledge and competences into their practice, and how we can develop this in teacher education.

Regarding the single sign-on system (SSO) in Norway, Feide has simplified the login process for students and teachers by providing access to multiple educational platforms and tools with one set of credentials. This system centralizes authentication, reduces barriers, and enhances data privacy and protection. It also facilitates secure access to various educational tools and platforms. The system is now being piloted to also enable parents log-on, enabling them to better support their children's learning processes by having an overview of their schoolwork and their homework.

Other countries can learn from these case studies by understanding the complexities of the regulatory frameworks and policies that governed their implementation in Norway. These case studies highlight the importance of involving all stakeholders, including school owners (municipalities and counties in Norway), school leadership, teachers, students, parents, and policymakers, to ensure the successful adoption and use of AI and SSO systems.

 

What are the data-related challenges that the Norwegian education system is facing? How can Agile EDU help with overcoming these challenges?

The Norwegian education system faces several data related challenges that hinder the effective integration and analysis of educational data. Schools and educational institutions often use a variety of platforms and tools, which results in data being compartmentalized. This lack of integration can make it difficult to analyse and utilise data in optimal manner and this poses significant challenges in sharing and integrating data across different systems and platforms. Protecting sensitive student and teacher data from unauthorised access is also a primary concern. Ensuring compliance with national and international data protection regulations, such as the GDPR, is crucial to maintaining data security and privacy.

Another significant challenge is the risk of reinforcing existing inequalities and biases through data-driven decisions if the data itself is biased or misrepresented. It is of high priority to develop and promote strategies that identify biases in data and ensure that decisions based on data are fair and equitable.

Agile EDU can play a role in overcoming these challenges by: 1) Advocating for standardised data formats to improve the integration and sharing of data across different platforms and systems. 2) Offering solutions and best practices for protecting sensitive data and ensuring compliance with relevant data protection regulations. 3) Promoting strategies to identify and reduce biases in data, thereby supporting fair and equitable data-driven decision making.

 

How would you complete this sentence: "Data use in education is…"

...a powerful tool that can enhance teaching and learning and ensure more equitable access to learning opportunities. However, it requires careful attention to data privacy, data security, and ethics, which we refer to as digital responsibility. This includes the ethical, juridical, and social implications of technology use.