Dispatches from Iceland

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00:00:00So guys, what are your thoughts on AI?

00:00:02It's such a new thing, so I don't really understand

00:00:05if it's a bad thing or a good thing.

00:00:13There is a big group of teachers that think that AI is ruining

00:00:18the school system or the educational system.

00:00:20And ruining Icelandic.

00:00:21Yeah.

00:00:24They're always thinking about the students are cheating

00:00:26when they're using AI.

00:00:29Some of the teachers know about AI, but they just look the other way.

00:00:34So it's kind of like this.

00:00:35We're trying to hide it, he's trying to not know about it,

00:00:38but everyone knows it's there and knows it's being used.

00:00:45The current generation of both educators and students,

00:00:50they're in the same tsunami of change.

00:00:54So we have to find out new ways of doing things.

00:00:59We got an email, just like saying, would you be interested

00:01:15in being like project managers for the pilot program?

00:01:21We really like when we are asked to work together and therefore we said yes.

00:01:26We have been teaching together for 17 years.

00:01:30She's also my best friend.

00:01:33Should I describe her more or?

00:01:36AI was like a new thing for us.

00:01:42We became the students and we learned how to use it.

00:01:47I don't know how to program or anything like that.

00:01:49But with AI, I can create games.

00:01:52It just makes learning easier in a way.

00:01:57Yes, I'm using AI, it does not save me time at the moment.

00:02:00I have to put in a lot of effort to change what I am teaching.

00:02:05AI helps me quite often when I'm studying because it helps me understand what I'm doing.

00:02:11But I think the role of a teacher is to inspire students and that's something that AI does not have.

00:02:18You know, you see Tinna and you see a great woman that you're like,

00:02:22wow, I kind of want to be like her.

00:02:24But AI is not like that.

00:02:34AI, I mean, I hope it will be useful.

00:02:38I'm not using it much, I think.

00:02:40I think everyone is going to use it in the future, so.

00:02:54We are a vocational school, mostly.

00:03:00We do everything from fixing cars to building houses.

00:03:04Got electrical department, we got nature department and also the hairdressers.

00:03:09That's pretty nice thing to have when you need to get your hair cut.

00:03:15My department is heavily AI users.

00:03:19We in the vocational area, we are always trying to make things easier

00:03:23so we can do more.

00:03:25If we can get something to help us to work faster, to work better, then why not use it?

00:03:31AI helps us to reduce the time we need to build quality materials,

00:03:37like drawings and interactive stuff.

00:03:42I feel like AI can help a lot of people, but people aren't using it to help other people.

00:03:47They're just using it to generate AI slop.

00:03:50People see it as like an easy way out of like projects and school projects so they don't learn.

00:03:55So it just becomes uncreative and that just ruins the most human thing in the world.

00:04:04The right approach to using AI would be using it like a teacher, not someone to do the work for you.

00:04:12Help you like get started on things or teach you more about sources or directly to websites that are

00:04:18helpful but not like hear the answers from A to Z on this test or something.

00:04:23"I have a brother who is suspicious of it.

00:04:29This is going to take over like in Terminator."

00:04:40"I don't think about it at all."

00:04:45"I have a brother who's suspicious of it.

00:04:51This is going to take over like in Terminator."

00:04:53"I don't think about it at all."

00:05:07"We have three children.

00:05:18The oldest is 18.

00:05:21He is too quick to go to AI.

00:05:24They have a topic they have to do an assignment on.

00:05:28They have some material from the teacher and books.

00:05:33I think he skips maybe that part and just goes straight to the AI.

00:05:38So I have to be able to put some boundaries also.

00:05:41But it's also a part of being a parent.

00:05:44You are not very popular."

00:05:50"When AI was new, I thought that it would just ruin everything

00:05:56and we didn't have to think independently anymore or anything.

00:05:59But I went back to school.

00:06:01They are teaching us to use it.

00:06:04And then I realized the possibilities.

00:06:07And I think it's very important.

00:06:09But I think we need guidance with it."

00:06:17"I think it's a bit of a time to do it.

00:06:19"I think it's a bit of a time to do it.

00:06:21"I think it's a bit of a time to do it.

00:06:23"I think it's a bit of a time to do it.

00:06:24"I think it's a bit of a time to do it.

00:06:25"I think it's a bit of a time to do it.

00:06:26"I think it's a bit of a time to do it.

00:06:27"I think it's a bit of a time to do it.

00:06:28"I think it's a bit of a time to do it.

00:06:29"I think it's a bit of a time to do it.

00:06:30"I think it's a bit of a time to do it.

00:06:31"I think it's a bit of a time to do it.

00:06:32"I think it's a bit of a time to do it.

00:06:33"I think it's a bit of a time to do it.

00:06:34"I think it's a bit of a time to do it.

00:06:36"I think it's a bit of a time to do it.

00:06:38"I think it's a bit of a time to do it.

00:06:39"I think it's a bit of a time to do it.

00:06:40"I think it's a bit of a time to do it.

00:06:41"I think it's a bit of a time to do it.

00:06:42"I think it's a bit of a time to do it.

00:06:43"I think it's a bit of a time to do it.

00:06:44"I think it's a bit of a time to do it.

00:06:45"I think it's a bit of a time to do it.

00:06:46"I think it's a bit of a time to do it.

00:06:47"I think it's a bit of a time to do it.

00:06:48"I think it's just an optimistic country.

00:06:52"We live in just darkness.

00:06:55"So I think you just have to be optimistic

00:06:57"or you just get depressed.

00:07:01"I don't have no clue how it's going to be in the future.

00:07:06"I think we're making the right steps as teachers,

00:07:09"but I guess the future will tell us.

00:07:14"I think we have survival instincts

00:07:16"and using tools for continuing our existence

00:07:19"on this rock in the Atlantic."

00:07:34So what do you think is the right way to approach all of this?

00:07:38Yeah, that's right.

00:07:41Yeah, I think I would say that to this.

00:07:45Yeah, 100%.

00:07:46Yeah.

00:07:47That's right.

00:07:48100%.

00:07:49Yeah.

00:07:50That's right.

00:07:51We'll figure it out.

Key Takeaway

Integrating artificial intelligence into education requires guidance to prevent students from bypassing independent thinking while vocational programs use the technology to build quality learning materials faster.

Highlights

Many educators view artificial intelligence as a tool that enables student cheating and harms the Icelandic language.
A vocational school program relies on artificial intelligence to build quality materials like drawings and interactive content faster.
Two teachers with 17 years of experience participated in a pilot program to learn how to integrate artificial intelligence into education.
Parents establish boundaries to prevent teenagers from skipping foundational study materials and going straight to artificial intelligence for answers.
Darkness during winter months in Iceland requires an optimistic cultural outlook to avoid depression.

Timeline

Educational friction around artificial intelligence

Teachers worry that students use artificial intelligence to cheat on assignments.
Some educators choose to ignore artificial intelligence use rather than address it.
Students and educators navigate an overwhelming wave of technological change together.

Uncertainty surrounds artificial intelligence within schools. Educators express concern over the preservation of the Icelandic language and academic integrity. While some instructors try to hide from the technology, widespread usage persists across the student body.

Teachers adapting to new tools

Two educators with 17 years of teaching experience joined a pilot program as project managers.
Teachers became students to learn how to incorporate artificial intelligence into learning.
Artificial intelligence helps users generate games and understand study materials despite requiring significant initial effort to change teaching methods.

Educators stepped into the role of learners to understand artificial intelligence. Even without programming backgrounds, instructors use the technology to build games and clarify complex study topics. Adopting these tools demands a high initial investment of time and effort to restructure existing curricula.

Vocational applications and student perspectives

A vocational school covering fields from car repair to hairdressing heavily utilizes artificial intelligence.
The technology reduces the time needed to build drawings and interactive materials.
Students warn against using artificial intelligence to generate uncreative output instead of engaging in genuine learning.

Vocational departments embrace artificial intelligence to accelerate work processes and improve material quality. However, students observe that peers often rely on the technology to avoid critical thinking and complete projects without learning. Proper usage involves treating artificial intelligence as a starting guide rather than an automated answer generator.

Parental boundaries and cultural outlook

Parents set boundaries to stop teenagers from bypassing textbooks and jumping straight to artificial intelligence.
Exposure to formal school training changes initial fears about artificial intelligence ruining independent thought into an appreciation of its possibilities.
Living in a dark climate fosters an inherent optimism as a defense against depression.

Parents manage teenage reliance on automated tools by enforcing rules that protect foundational learning processes. Formal guidance in school transforms initial panic about the destruction of independent thought into practical acceptance. Optimism remains a fundamental survival instinct for inhabitants of the Atlantic island.

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