During the Educatech Expo held at Paris Porte de Versailles from November 13 to 15, 2024, we met several inspiring individuals whose insights we aim to share through short videos and articles. We hope these will spark ideas for your ongoing and future projects.
Interview 🎙️ Today, we’re sharing thoughts from Mickaël Bertrand, a teacher and trainer who encourages us to move past the « Wow » effect of generative AI and focus on its constructive use in the classroom.
« In November 2022, when ChatGPT was introduced, I realized it would quickly disrupt the teaching profession, » says Mickaël Bertrand.
He promptly brought the topic to his students’ attention, asking them to reflect on it during the 2022-2023 holiday break. By January, he and his students decided to integrate generative AI into their work, a practice they have continued ever since.
The use of AI in his classroom is tightly structured.
« The first thing I did with my students was to demonstrate, using my account and a projector, how a generative AI would summarize the lesson we had just completed, » Bertrand explains.
This approach highlights both the strengths and limitations of AI, providing an opportunity for education. Together, they analyze the AI-generated summaries, comparing them to the actual lesson: Are the examples relevant? Did the AI follow the instructions?
How Should Generative AI Be Used with Students?
Mickaël Bertrand primarily uses AI prompts.
« I encourage my students to think critically about how to frame a question to get the most relevant answer, » he says. « With this method, I explain that to get a response that meets a teacher’s expectations, you need to understand the method and the criteria for success, » he adds.
Among students, attitudes toward generative AI have evolved. In September 2023, students were hesitant to admit they used AI.
« By the start of the 2024 school year, I was surprised to see that my sophomore students, when taking out their phones for research, were using generative AI, » Bertrand notes.
For these students, research no longer means using a search engine but rather a generative AI tool.
Bertrand emphasizes that he never pressures students to use AI but allows interested students to do so within an ethical framework.
« What interests me is removing the ‘Wow’ effect from generative AI. By integrating it into daily practices and no longer forbidding it, we offer education about these tools, » he highlights.
« When students are educated about generative AI, they’ll ask themselves whether they need the tool before reaching for their phone. »
Through this approach, Mickaël Bertrand has observed changes among his sophomore students. Initially, they would eagerly grab their phones the moment AI use was permitted. Over time, however,
« They’ve realized it’s just one tool among many. The ‘Wow’ effect fades, and they use it only when they see it can genuinely help with an activity. »
