Artificial intelligence enters classrooms in Seveso
A Seveso, in provincia di Monza e della Brienza, il percorso di Experience AI segna una tappa importante: per la prima volta il programma ha coinvolto in presenza circa 70 docenti della scuola primaria e secondaria di primo grado in momento di lavoro condiviso che ha messo al centro pratica didattica e confronto tra pari.
In Seveso, in the province of Monza and Brianza, the Experience AI programme has reached an important milestone: for the first time, the programme brought together around 70 primary and lower secondary school teachers for an in-person session focused on teaching practice and peer discussion.
On 31 March, at the Via Adua Seveso comprehensive school, teachers explored key concepts of artificial intelligence through exercises, simulations and group activities, with the aim of introducing practical tools into everyday classroom practice.
Experience AI, the programme by the Raspberry Pi Foundation and Google DeepMind, promoted by the Fondazione Mondo Digitale in Italy, supports teachers in the informed use of artificial intelligence. The programme aims to strengthen skills and critical thinking abilities, in a context where Italy’s lag in digital skills remains evident when compared to the rest of Europe.
During the day, teachers explored some fundamental elements and took part in workshop activities. These included the creation of prompts based on the FATPS principles (Fairness, Accountability, Transparency, Privacy, Safety), useful for recognising bias and stereotypes and for reflecting on the responsible use of technology.
Feedback revealed a widespread attitude: interest, but also caution. Artificial intelligence is perceived as a field that needs to be better understood before being introduced into the classroom.
Here are some comments gathered during the day.
"We approached artificial intelligence with curiosity, but also with fear: the fear of getting it wrong, of not knowing how to use it properly, of making mistakes. In discussions among teachers, several critical issues emerged and, precisely because of this uncertainty, we have currently chosen to limit its use by students. We welcomed the proposal from the Fondazione Mondo Digitale with interest because it is clear that we need more training,‘ explains headteacher Roberta Maietti. ’ The teaching staff responded positively, aware that artificial intelligence will be part of the future, but that without the right skills there is a risk of using it improperly. It is essential to help students, especially those in lower secondary school and the final years of primary school, to develop a critical approach. This first meeting was useful both for understanding the difference between data and rules, and because the theory is accompanied by a practical component that can provide concrete support."
The point is not the fear itself, but the choice not to sidestep it. The school recognises the risk of a superficial use of artificial intelligence and, precisely for this reason, invests first and foremost in training. It is a shift that moves the focus from tools to educational responsibility. For teachers, keeping up to date also means taking on a responsibility towards students who are already coming into contact with these tools today, often without guidance. "This training is really useful, because knowledge of artificial intelligence is never enough. What we know today is still limited and it is important to keep learning, both for ourselves and for our students. Bringing these activities into the classroom would be fundamental for their development and to help them avoid problematic situations in the future. It would also be important to involve other schools and local institutions, so as to build a support network for teachers and students," adds Claudia Artuso, a primary school teacher.
Here, a shift in scale emerges: from individual training to the construction of an ecosystem. The need is not just to keep up to date, but not to remain isolated. Artificial intelligence requires continuity, dialogue and connections between schools and the local community to truly become part of educational practice.
There are also those who arrive with an already established background and see the training as a necessary step to make their skills transferable.
‘We are following the Experience AI programme and I find it very useful, especially for teachers who are less familiar with these tools. My background is more specialised: in the past I completed a PhD in which I used artificial intelligence in the manufacturing sector,’ says Salvatore Conte, a Mathematics and Science teacher. ‘I chose to take part precisely to understand how to transfer these skills into teaching. One of the most interesting aspects is the practical workshop activities, which can also be applied in practice with students.’
The challenge does not lie in adopting the technology itself, but in the ability to integrate it consciously into teaching and learning processes.
