Unit 7 reference • Years 9–10 • Digital Technologies

AI Impact Reading Comprehension

Explore the opportunities, challenges, and ethical dimensions of artificial intelligence in Aotearoa New Zealand through this reading analysis worksheet.

Kōwhiringa Aromatawai · Reading Comprehension

Ingoa: Akomanga:

Read the passage below about how artificial intelligence is changing Aotearoa, then complete the questions that follow on this sheet.

How AI is Changing Our World

Artificial Intelligence (AI), the simulation of human intelligence in machines, is no longer science fiction; it's a part of everyday life in Aotearoa. When you get a movie recommendation from Netflix or see a personalised ad on social media, you are interacting with an AI. These systems use complex algorithms to analyse vast amounts of data, identify patterns, and make predictions. In New Zealand, AI is being adopted across various sectors. In agriculture, for instance, AI-powered drones can monitor crop health and apply fertiliser with precision, reducing waste and environmental impact.

The potential of AI in healthcare is particularly significant. Aotearoa has one of the highest melanoma rates in the world, and researchers overseas and in New Zealand are training AI models to detect early signs of skin cancer from photographs. In several published studies, these models have identified melanomas about as accurately as specialist skin doctors. This could lead to faster, more accessible diagnostics for people in remote areas. However, the use of AI also raises ethical questions. Who is responsible if an AI makes a mistake in a diagnosis? How do we ensure that the data used to train these systems is unbiased and representative of all New Zealanders, including Māori and Pasifika peoples?

As AI becomes more integrated into our society, the conversation about its impact on jobs is growing louder. While some roles may be automated, many experts believe AI will create new jobs that require different skills. The focus is shifting towards human-AI collaboration, where AI handles repetitive tasks, freeing up humans to concentrate on creativity, critical thinking, and complex problem-solving. The challenge for New Zealand's education system is to prepare students for this future, equipping them with the adaptability and digital literacy skills needed to thrive in an AI-driven world.


Comprehension & Critical Thinking Questions

1. According to the text, what is a real-world example of AI being used in New Zealand's agriculture sector?

2. (Numeracy) Imagine an AI model that identifies melanomas with 95% accuracy. If it analysed 200 images of melanomas, how many would it correctly identify?

Tātai / Working:

Answer:

3. What is one of the main ethical questions raised about using AI in healthcare?

4. (Critical Thinking) The text suggests AI will handle "repetitive tasks" while humans focus on "creativity, critical thinking, and complex problem-solving." Provide one example of a repetitive task AI could do in a school, and one example of a creative task a student would still need to do.

Repetitive school task (AI):

Creative student task (Human):

5. (Critical Thinking) The text mentions the need to ensure AI training data is "unbiased." Why is this important? What might happen if an AI used for hiring people was trained on biased data?

Explanation:

© Te Kete Ako • AI Impact Reading Comprehension Worksheet • Photocopying permitted for classroom use.

Ngā kōrero kaiako · Teacher notes — everything below supports the handout; it is not part of the printed worksheet.

Best for

Years 9–10 Digital Technologies, English reading comprehension, or social studies discussing technological impacts and digital citizenship in Aotearoa.

Kaiako use

Ideal for a 40-50 minute lesson, or a 20-30 minute comprehension and discussion task before a wider AI futures inquiry. Have students read independently, answer the comprehension questions, and then discuss the ethical/societal implications of AI in Aotearoa New Zealand. You can use the discussion on data bias to lead into the AI Cultural Bias Testing Protocol.

  • Grouping: whole-class unpack first, then paired or small-group response.
  • Prep: select one current article, short clip, or local case study so ākonga connect the handout to contemporary Aotearoa realities.
  • Teaching move: keep asking who benefits, who carries risk, and how communities are affected — not just whether AI is "good".

Teach this tomorrow

  • Print / share: one copy per learner, or a shared digital reading. Optional article, infographic, or short video to front-load context.
  • Decide before class: whether students respond in writing, kōrero, or a quick debate format, and which local examples of AI use or concern you want to bring in.
  • Look for by the end: students can explain at least one benefit and one risk with evidence, and can connect the issue to people and places rather than only abstract technology.

Sentence starters

Share verbally or on the board to support written answers for Questions 4 and 5:

  • The text suggests AI may change __________ by...
  • A major risk is...
  • This matters in Aotearoa because...
  • I think the text underestimates / overestimates...
  • A responsible response would be...

Think beyond the text

Extension kōrero once the sheet is done:

  • Which jobs should still require strong human judgement or care?
  • How should schools prepare learners for AI-rich futures without giving up critical thinking?
  • What would a fair and culturally safe AI future look like in your own rohe or community?

Ngā Whāinga Akoranga / Learning Intentions

  • We are learning to identify the impacts, benefits, and ethical questions of AI in Aotearoa.
  • We are learning to analyse numerical data in context (calculating AI diagnostic accuracy counts).
  • We are learning to think critically about the societal effects of automation and data bias.

Paearu Angitu / Success Criteria

  • I can explain how AI is used in New Zealand agriculture and healthcare.
  • I can calculate diagnostic counts based on accuracy rates.
  • I can propose examples of human-AI collaboration and describe why unbiased data matters.

Why this matters in Aotearoa

AI systems trained on global datasets can erase local Indigenous context, language, and values. Understanding the ethical dimensions of AI, including representation and bias, empowers ākonga to critique these technologies from a te ao Māori perspective.

Dignity and safety note

The discussion of AI bias and data representation touches on inclusion and digital equity. Maintain a supportive environment where all ākonga feel safe sharing their perspectives without being put on the spot as cultural representatives.

Hononga Marautanga · Curriculum Alignment

Curriculum alignment for this handout has not yet been verified against the live curriculum statements. A generated placeholder that stood here was removed on 2026-08-29 because it matched no real statement.

Aronga Mātauranga Māori

Mātauranga Māori emphasises relational connection, kaitiakitanga (guardianship), and collective responsibility. In the context of AI, this relates to data sovereignty—asking who owns the data, where it is stored, who controls the narratives generated, and whether Māori representation is accurate and respectful.

Ngā Rauemi Tautoko · Support Materials