Renee Morrison

Many herald Generative-AI (Gen-AI) as game-changing in education given its capacity for immediate access to knowledge. Others warn of the potential risks of misinformation and of declining data sovereignty -particularly for Indigenous groups -when texts are artificially generated. Machine learning has repeatedly been found to narrowly represent groups already subject to historical discrimination, and this, coupled with limited Indigenous involvement in the development of Gen-AI, not to mention its amplified capacities, raises multiple concerns. This ongoing study aims to begin addressing some of these concerns by learning from First Nations academics as to the potential harms borne of synthetically created Gen-AI texts. No other studies are found which consider these unique perspectives, nor that investigate the texts generated when Gen-AI is specifically prompted (problematically) to take on the persona of a First Nations person. Using a qualitative research design, incorporating both thematic and Indigenous content analysis, our study investigates the representation of First Nations people in Gen-AI texts, and First Nations academics’ perspectives on misappropriating Gen-AI outputs. Data-wise, the study utilises ChatGPT4.0 outputs and data collected during interviews with seven First Nations academics. We consider the opportunities and risks reported by participants regarding Gen-AI texts not produced/ guided by First Nations experts. The portrayal of Indigenous knowledges and narratives has always been important, but the scaled capacities of new Gen-AI technologies and their efficiency in countless arenas encourages homogenization, meaning that the risks of harmful stereotyping and to data sovereignty are heightened. Preliminary findings and implications are discussed in this presentation.

Students today can access unlimited information online, and can do so, according to ‘generational digital divide’ rhetoric, without assistance. This paper explores the extent to which ‘generational digital divide’ rhetoric is supported by the discourse accompanying online search in five Australian home-schools. Observations and interviews were analysed using Critical Discourse Analysis. During search, discourse assumed greater student skill. In interview, however, parents and students reported doubt in the students’ search proficiency. Growing reliance upon search by increasing numbers of home-schoolers warrants greater understanding of such technology and its role in learning.

The Internet provides today’s students with the world’s greatest library. It is in their homes, their schools and even in their pockets. Yet this powerful educational tool, with its practically infinite opportunities, is increasingly going under-utilized research suggests. Several studies report a skill-deficit exhibited by adolescents when using online search engines in particular. Little is known, however, about the potential benefits of exposing students to explicit search engines skills. This paper discusses the findings of a mixed method study exploring the degree to which exposure to such skills affects adolescents’ online searching. It seeks to provide new knowledge by analyzing searching behaviours through a semiotic lens. Semiotics provides the study with a language with which to discuss the changing role of students when using digital technologies and the different communication inherent when using search engines. The study reveals a tendency on the students’ behalf to view their role as subordinate when conducting online searches, and a reluctance to change this view despite intervention. The paper also reports that adolescents are, however, willing to change and attempt to improve their searching behaviours post exposure to explicit skills.