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Spotting Artificial Intelligence (AI) Images
Child Safeguarding Statement
Some resources and activities may prompt a child to remember and potentially share an experience of harm. Make sure you’re familiar with your school's safeguarding policies and procedures so you can confidently report safety and well-being concerns.
Prepare students for the session by discussing: their right to be safe and respected; what to do if discussing online safety makes them feel uncomfortable or unsafe; and how to seek help if they feel or have felt unsafe. Use this resource available on the website.
Spotting Artificial Intelligence (AI) Images
Overview
Students will learn important media literacy skills in distinguishing between AI-generated and human created media, and create their own AI images using digital tools. This activity not only equips students with essential digital skills but also inspires them to think critically about the media they consume.
This activity is relevant for:
- Introducing students to core media and digital literacy concepts, such as critical thinking and content production.
- Students who enjoy creative activities and would benefit from either technology or traditional arts to express themselves.
This lesson is part of the FREE digital licence program
Learning Intentions
By completing this activity, our class intends to:
- Discuss the meaning and ethical implications of AI generated images.
- Identify common elements of AI generated images.
Lesson Instructions
Activity Setup
Download and distribute the "Student Activity Pack" from the Resources section. It can be printed and given to students as a hard copy, or distributed digitally via Google Classroom or similar.
Download the "Educator Tip Sheet" from the Resources section, to help support discussion with students and extend subject matter expertise.
For the “AI image creation” component of this activity, students will need access to computers with internet. This part of the activity can be completed at home, or in an ICT classroom or similar. If the latter method is chosen, students will also require access to a free AI Image Generator site; it is possible that this will need to be whitelisted by your IT department ahead of time. Recommendations include:
Canva can be used to generate AI images, as well as to design and annotate them. Students will need a login to use the program, usually with a school email address.
Microsoft offers a free tool for generating AI images with a text prompt. The image will need to be saved, copied and pasted into Word, PowerPoint, or printed in order to complete the annotation part of the activity.
Spot the AI Image
The first activity encourages a discussion of Artificial Intelligence (AI), and how it can be used to create images. Discuss with students what they know about AI and how it creates images, and refine understanding as necessary using information from the "Educator Tip Sheet".
The following activity asks students to guess whether an image has been created by AI, and to come up with reasons to support their answer.
Discussion prompts include:
- What clues helped you to identify that it was AI-generated?
- Was it difficult to spot? Did the answers surprise you?
- Why does it matter if an image is AI-generated or not?
Create an AI Image
Note: Full instructions and a checklist for students is provided in the "Student Activity Pack".
Direct students to create and/or manipulate an AI image using one of the suggested tools (or similar) in the Activity Setup. You may wish to model an attempt to generate an AI image using this platform prior to starting the activity.
When students have created their AI image, direct them to save, or copy and paste into a document that will allow them to add text boxes, arrows, and annotations towards the image. The image can also be printed and pasted onto project paper, for an offline version of the activity.
Students should write at least three annotations, with arrows that point to or highlight the “clue” in the image. Students should then explain how that element signals that the image is AI generated.
An extension question is provided for this task, which asks: Write 2-3 sentences at the bottom of your work explaining how other images that are not made by AI can still be manipulated, edited, or changed.
Exit Pass
Consider displaying the AI images and annotations in the classroom. Together, they should form a group of tips and tricks for spotting AI images.
Ask students to return to the Exit Pass in the “Student Activity Pack”. In particular, they will be asked: How did you feel about using these tools? And, what is one thing you have learned about images that you find on the internet?
Aligned Curriculum
Australian Curriculum (Version 9.0)
The Australian Curriculum outlines the fundamental knowledge, comprehension, and abilities students are expected to acquire as they advance through the initial 11 years of schooling.
General Capabilities: Digital Literacy
- Plan (Level 3): Use familiar digital tools to develop and follow a basic plan to complete a task.
- Create, communicate and collaborate (Level 3): Use the core features of a range of digital tools to create content and communicate and collaborate with peers and trusted adults.
- Manage content (Level 3): Save and retrieve content in agreed locations with an appropriate name.
- Select and operate tools (Level 3): Select and use a range of digital tools to complete tasks. Attempt to solve a problem individually and with peers before seeking help.
Years 3 and 4: Digital Technologies
- AC9TDI4P06: Use the core features of common digital tools to create, locate and communicate content, following agreed conventions.
- AC9TDI4P07: Use the core features of common digital tools to share content, plan tasks, and collaborate, following agreed behaviours, supported by trusted adults.
CASEL Framework
The CASEL Framework creates a foundation for applying evidence-based, Social and Emotional Learning (SEL) strategies both at school and in the broader community. Its aim is to support the cultivation of SEL skills and environments that advance students’ learning and development.
- Responsible decision-making: The abilities to make caring and constructive choices about personal behaviour and social interactions across diverse situations.
For example:
- Learning how to make a reasoned judgment after analysing information, data, and facts.
- Recognising how critical thinking skills are useful both inside and outside of school.
My Time, Our Place – Framework for School Age Care in Australia
The aim of My Time, Our Place: Framework for School Age Care in Australia (the Framework) is to assist educators to provide children and young people with opportunities to maximise their potential and develop a foundation for successful lifelong learning. The Framework has been designed for use by approved providers and school age care educators working in partnership with children and young people, their families and the community, including schools.
Outcome 1: Children have a strong sense of identity.
Children develop their emerging autonomy, inter-dependence, resilience and sense of agency.
This is evident when children:
- Identify key signs of manipulation to the image or identity of another person.
- Independently use technology to solve a problem or complete a task.
Related Resources
In this activity, students explore problems and decisions faced online. It encourages boundary-setting, respectful interactions, and assertiveness for online safety.
This hands-on activity explores AI-generated images and ethical considerations, teaching students media literacy skills to distinguish between AI and human-created media while creating their own AI images.
This activity is relevant for students engaging in online activities such as gaming, social media, or messaging services, helping them identify when to seek support before sharing personal information, expanding their understanding of hacking and its impacts.