Innovative and international: Kick-off for European Teacher Academy at the KU
What is special about the "SmartStart Erasmus+ Teacher Academy" project?
SCHULTHEIS: It is crucial that we address the topic of AI in elementary school, both in the area of further training for qualified teachers and in the training of students. To this end, we are developing a program with an online course and a practical phase. In the long term, we want to develop stable structures and offer the program at the participating universities on a permanent basis. The aim is to provide teachers with low-threshold options for using AI in elementary school – in other words, something they can really use in their everyday work. It must not be too complicated. We need a theoretical basis, ethical foundations, but above all a practical application-oriented context. The relevant question is what is really suitable for elementary school. Teachers should be able to continue learning and developing independently.
From a German perspective, the school system appears to be rather fragmented. To what extent is it possible to jointly train and educate teachers on a topic at European level?
SCHULTHEIS: This is a challenge, but in my experience it works well, because the problems are the same everywhere. AI is simply a big topic for all of us. Everyone knows that we have to prepare teachers for this. There is a great sense of openness for this development in all the countries involved. Of course, you have to look closely at how you transform the findings into the respective practice of a country. But in a first step, we need to develop a concept that is based at the universities. Each of the participating universities has partner schools where the program is tested and local structures are created. Another important element of the Teacher Academy is to involve political and social decision-makers so that the program can really spread and be accepted locally. Basically, our concept is designed in such a way that it can easily be transferred to schools and that the teachers who take part in the training and further education courses can act as multipliers in the future.
Why do you think it is so important to think about the trend topic of AI specifically in the context of elementary school?
SCHULTHEIS: We have to look into the future. AI is already having a huge impact on our everyday lives and this does not stop at schools. Even elementary school children have an idea of what AI is and what can be done with it. Sometimes, its even the teachers who a bit behind. AI will become even more important in the future, at various levels. One major topic is that AI can be used to support individual school children through tutoring systems. AI also helps with lesson preparation, as there are apps for creating materials, composing little songs and designing worksheets. This takes some of the workload off teachers, giving them more time to provide individual support for their pupils. AI can also be used in the area of school administration. Possibilities are very wide. If we want to connect with the everyday lives of elementary school children, there is no way around AI.
In the "SmartStart Erasmus+ Teacher Academy" you cooperate with twelve partner institutions. How did this group come together?
SCHULTHEIS: I have been involved in the internationalization of teacher training for a long time, particularly with our International Project, or IPC for short. Therefore, there was already a core group of collaboration partners and the other partners were found through these and other contacts. Our aim was to distribute the Teacher Academy well throughout Europe. And we were successful: We now have partners in the north, south, east and west of Europe. It was also important for us to incorporate different skills. In addition to the universities that train teachers, we have psychologists on the team, as well as an international school and a teachers' organization.
In order to meet the requirement of working together on an equal footing in this international context with so many native languages, you have considered developing a special tool as part of the project. What is it all about?
SCHULTHEIS: That was the idea of my colleague Heiner Böttger. The aim is to develop an AI-based translation tool that works like this: I say something in my language and the other person hears it in their language or as many partners as possible hear it in their respective languages at the same time – but still in my own voice. This will make communication much easier, because the problem is that a lot is lost in English in scientific exchange – especially as regards technical terms and the depth of thought in general. The tool would allow us to communicate on a completely different level if we could exchange technical information in our respective native languages. We see another major benefit of this tool for the teaching practice. We nowadays see a high proportion of children with a migration background in elementary school classes. Not only in Germany, but in all countries represented in the project. Our tool would be very helpful in this context because you can address children who do not yet have any language skills and meet them at where they currently stand. A tool like this already exists to some extent in other areas, such as medicine, but of course you have to feed it with the specialist background that you need for school lessons.
The project is scheduled to last three years. What are the first steps you are now tackling?
SCHULTHEIS: Our first step is to develop the theoretical foundation. This includes two aspects, namely a large literature review and establishing an expert group that includes not only teachers, but also psychologists, political and educational leaders and parents. This group is tasked with investigating the need for AI in schools. On this basis, a strategy paper will be drawn up on how we need to design the program to make it successful. This is the next step, although some steps are also running simultaneously. For example, we will also start to develop our translation tool together with the University of Mittweida. Everything will build on each other and is interconnected.
The first major exchange took place in mid-May: Your international partners now came to Eichstätt for the kick-off meeting. How often are such face-to-face meetings planned?
SCHULTHEIS: As the coordinators of the project, we have planned three major conference meetings in Eichstätt. In addition, face-to-face meetings are held for each of the eight work packages. I think that is important. Of course, we have regular online meetings, otherwise we wouldn't be able to manage the workload. But I think it's also important to meet up in person, get to know each other and grow together. It is a particularly nice aspect of Erasmus+ projects that this form of exchange is supported.
Was there anything that surprised you in this first personal exchange with the international partners?
SCHULTHEIS: Yes, the motivation that our colleagues brought to the project. Everyone is really excited to be here and to be able to work on this topic. That also boosts my motivation. Most people also see the European added value, that we are growing together as a result. For me, this is Europe in action when we come together like this, work together and develop a common vision.
Impressions from the kick-off meeting in Eichstätt
