{"id":2466,"date":"2026-09-04T09:49:26","date_gmt":"2026-09-04T09:49:26","guid":{"rendered":"https:\/\/cyberfirstwales.co.uk\/?p=2466"},"modified":"2026-09-04T09:49:26","modified_gmt":"2026-09-04T09:49:26","slug":"yr-ai-nad-ydym-yn-ei-weld-beth-mae-ai-cysgodol-yn-ei-olygu-i-addysgu-a-dysgu","status":"publish","type":"post","link":"https:\/\/cyberfirstwales.co.uk\/cy\/yr-ai-nad-ydym-yn-ei-weld-beth-mae-ai-cysgodol-yn-ei-olygu-i-addysgu-a-dysgu\/","title":{"rendered":"Yr AI Nad Ydym yn ei Weld: Beth mae AI Cysgodol yn ei Olygu i Addysgu a Dysgu"},"content":{"rendered":"\n<h6 class=\"wp-block-heading\">Copilot said:<\/h6>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Mae deallusrwydd artiffisial eisoes yn cael ei ddefnyddio gan athrawon a dysgwyr i gynllunio gwersi, adolygu, cyfieithu, creu adnoddau, egluro cysyniadau anodd a threfnu gwaith. Ond nid yw\u2019r defnydd hwnnw i gyd o reidrwydd yn weladwy i ysgol neu goleg. Pan fydd pobl yn defnyddio offer AI y tu allan i systemau, polis\u00efau neu drefniadau goruchwylio y cytunwyd arnynt, caiff hyn ei ddisgrifio fwyfwy fel AI cysgodol. Nid y cwestiwn i addysg yw sut i\u2019w atal yn unig. Y gwir her yw sut i ddod \u00e2\u2019r defnydd o AI i\u2019r amlwg, fel y gall ysgolion ddiogelu dysgwyr wrth archwilio dulliau newydd o addysgu, dysgu ac asesu.<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Mae\u2019r AI Eisoes yn yr Ystafell<\/h2>\n\n\n  <ul class=\"block-list-icons\">\n          <li class=\"item has-content\" style=\"--anim-order: 1;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Mae athro yn gofyn i sgwrsfot AI drawsnewid testun yn dri fersiwn ar gyfer dysgwyr sydd ag anghenion darllen gwahanol.<\/div>\n                  <\/div>\n      <\/li>\n          <li class=\"item has-content\" style=\"--anim-order: 2;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Mae myfyriwr yn defnyddio offeryn arall gartref i greu cwestiynau adolygu cyn arholiad.<\/div>\n                  <\/div>\n      <\/li>\n          <li class=\"item has-content\" style=\"--anim-order: 3;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Mae rhywun yn uwchlwytho dogfen i wasanaeth AI ar-lein oherwydd bod angen crynodeb arnynt cyn cyfarfod.<\/div>\n                  <\/div>\n      <\/li>\n          <li class=\"item has-content\" style=\"--anim-order: 4;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Mae dysgwr yn gofyn i gynorthwyydd AI egluro pwnc anodd mewn ffordd wahanol.<\/div>\n                  <\/div>\n      <\/li>\n      <\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Nid yw&#8217;r un o&#8217;r enghreifftiau hyn o reidrwydd yn cynnwys bwriad drwg. Gallai rhai ohonynt gynrychioli defnydd gwirioneddol fuddiol o ddeallusrwydd artiffisial.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ond mae cwestiwn arall i&#8217;w ystyried.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>A yw&#8217;r ysgol neu&#8217;r coleg yn gwybod bod yr AI yn cael ei ddefnyddio?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Os nad yw&#8217;n gwybod, rydym wedi symud i&#8217;r maes sy&#8217;n cael ei ddisgrifio fwyfwy fel <strong>AI cysgodol<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Daw&#8217;r term o&#8217;r cysyniad h\u0177n o \u201cTG cysgodol\u201d, lle mae pobl yn mabwysiadu meddalwedd, dyfeisiau neu wasanaethau ar-lein heb i&#8217;r sefydliad eu cymeradwyo na&#8217;u rheoli&#8217;n ffurfiol. Mae AI cysgodol yn debyg. Mae&#8217;n disgrifio&#8217;r defnydd o offer, cymwysiadau neu nodweddion AI y tu allan i amgylchedd digidol y mae sefydliad yn ei ddeall neu wedi&#8217;i gymeradwyo.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Weithiau mae hyn yn fwriadol. Yn aml, nid felly y mae.<\/p>\n\n\n\n<div class=\"wp-block-cover is-light has-parallax\"><div role=\"img\" aria-label=\"CyberFirst Wales Shadow AI in education blog featured image\" class=\"wp-block-cover__image-background wp-image-2431 size-full has-parallax\" style=\"background-position:50% 50%;background-image:url(https:\/\/cyberfirstwales.co.uk\/wp-content\/uploads\/2026\/09\/CyberFirst-Wales-Shadow-AI-Blog-post-featured-image.png)\"><\/div><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim-10 has-background-dim\" style=\"background-color:#928095\"><\/span><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<p class=\"has-text-align-center is-style-restricted-width-50 has-border-color has-body-border-color has-light-grey-color has-body-background-color has-text-color has-background has-link-color has-medium-font-size wp-elements-1 wp-block-paragraph\" style=\"border-width:18px\">Mae AI yn cael ei ymgorffori fwyfwy mewn peiriannau chwilio, porwyr gwe, offer cynhyrchiant, ffonau, llwyfannau dysgu, cyfryngau cymdeithasol, dyfeisiau cyfarwydd ac, yn fuan efallai, mewn dyfeisiau newydd llai cyfarwydd. Efallai na fydd defnyddiwr hyd yn oed yn ystyried yr hyn y mae&#8217;n ei wneud fel \u201cdefnyddio AI\u201d.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n<\/div><\/div>\n\n\n\n<p class=\"wp-block-paragraph\">Mae hynny\u2019n golygu bod AI cysgodol yn gymaint o fater o ymwybyddiaeth a diwylliant ag ydyw o dechnoleg.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Sut Gall AI Cysgodol Edrych ym Myd Addysg?<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">I athrawon, gallai olygu defnyddio cyfrif personol ar wasanaeth AI i greu taflenni gwaith, cynhyrchu cwestiynau, drafftio cyfathrebiadau, addasu deunyddiau neu grynhoi dogfennau.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I ddysgwyr, gallai olygu defnyddio sgwrsfot ar gyfer adolygu, cyfieithu, trafod syniadau, ymchwilio, cymorth gyda gwaith ysgrifennu, creu delweddau neu gael help gydag aseiniad.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nid yw&#8217;r rhain yn batrymau ymddygiad damcaniaethol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Canfu <strong>adolygiad Estyn o AI<\/strong> mewn ysgolion yng Nghymru fod athrawon eisoes yn defnyddio AI ar gyfer cynllunio gwersi, gwahaniaethu, creu adnoddau ac ysgrifennu adroddiadau. Ar lefel uwchradd, roedd disgyblion yn defnyddio AI yn annibynnol i grynhoi deunyddiau adolygu a chynhyrchu cwestiynau cwis personol. Canfu Estyn hefyd fod llawer o&#8217;r defnydd cynnar yn cael ei arwain gan aelodau unigol o staff, tra bod dulliau strategol a dysgu proffesiynol strwythuredig yn llai cyffredin.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae&#8217;r darlun yn parhau ym maes addysg bellach ac addysg uwch. Canfu <strong>ymchwil Jisc<\/strong> gyda dysgwyr colegau a phrifysgolion y DU fod AI yn cael ei ddefnyddio ar gyfer ysgrifennu, ymchwilio, adolygu, cymryd nodiadau, cyflwyniadau, trefnu a chymorth personol. Roedd dysgwyr yn galw dro ar \u00f4l tro am ganllawiau cliriach a mwy cyson gan sefydliadau ynghylch pa fathau o ddefnydd AI oedd yn briodol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Felly, ni ddylid cymryd yn ganiataol bod AI cysgodol yn golygu bod pobl yn ceisio osgoi&#8217;r rheolau.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gall hefyd fod yn dystiolaeth o rywbeth mwy defnyddiol:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>mae pobl wedi canfod technoleg sy&#8217;n eu helpu i gyflawni rhywbeth, ond nid yw arferion sefydliadol wedi dal i fyny eto.<\/strong><\/p>\n\n\n\n<div class=\"wp-block-cover is-light has-parallax\"><div class=\"wp-block-cover__image-background wp-image-2435 size-full has-parallax\" style=\"background-position:50% 50%;background-image:url(https:\/\/cyberfirstwales.co.uk\/wp-content\/uploads\/2026\/09\/Retro-purple-ribbon-arches.png)\"><\/div><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim\" style=\"background-color:#d2bdb8\"><\/span><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<p class=\"has-text-align-center is-style-restricted-width-50 has-border-color has-secondary-border-color has-light-grey-color has-secondary-background-color has-text-color has-background has-link-color has-medium-font-size wp-elements-2 wp-block-paragraph\" style=\"border-width:18px\">Nid problem TG yn unig yw AI cysgodol. Gall fod yn arwydd bod technoleg, addysgeg a pholisi yn symud ar gyflymderau gwahanol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n<\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading\">Pam nad yw ei Wahardd yn Datrys y Broblem Sylfaenol<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Mae rhesymau dilys dros ysgolion a cholegau gyfyngu ar rai cymwysiadau AI penodol. Efallai na fydd rhai gwasanaethau&#8217;n addas i blant. Gall eraill drin data mewn ffyrdd nad ydynt yn briodol ar gyfer defnydd addysgol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ond nid yw dweud wrth bobl am beidio \u00e2 defnyddio AI yn unig yn ateb y cwestiynau addysgol y mae AI yn eu codi.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bydd dysgwyr yn dal i ddod ar draws y systemau hyn y tu allan i&#8217;r ystafell ddosbarth. Bydd athrawon yn dal i ddarganfod offer sy&#8217;n gallu lleihau llwyth gwaith neu eu helpu i addasu deunyddiau. Bydd AI yn parhau i ymddangos mewn meddalwedd y mae ysgolion eisoes yn ei defnyddio.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Felly, nid y cwestiwn mwyaf defnyddiol yw:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Sut y gallwn atal pobl rhag defnyddio AI?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Yn hytrach, y cwestiwn yw:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Pa fathau o ddefnydd AI sy&#8217;n cefnogi addysg dda, a sut y gallwn sicrhau bod y defnyddiau hynny&#8217;n ddiogel, yn weladwy ac yn deg i bawb?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae hyn yn bwysig oherwydd bod nifer o faterion gwahanol yn dechrau cydblethu.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Y Mater Cyntaf yw Data<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Mae pob anogiad sy&#8217;n cael ei fewnbynnu i system AI hefyd yn gyfnewidfa ddata.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gall athro fod yn bwriadu gofyn am gymorth i ysgrifennu adroddiad yn unig, ond gallai&#8217;r wybodaeth a gynhwysir yn yr anogiad adnabod dysgwr. Gall myfyriwr uwchlwytho gwaith cwrs heb ystyried a yw&#8217;r gwasanaeth yn cadw&#8217;r cynnwys hwnnw. Gall offeryn AI sydd wedi&#8217;i gysylltu \u00e2 ffeiliau neu wasanaethau eraill gael mynediad at wybodaeth sy&#8217;n ymestyn y tu hwnt i&#8217;r dasg dan sylw.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae canllawiau cyfredol Hwb yn glir bod angen i ysgolion ystyried diogelu data cyn mabwysiadu AI cynhyrchiol, ac y dylent gynnal Asesiad o&#8217;r Effaith ar Ddiogelu Data ac ymgynghori \u00e2&#8217;u Swyddog Diogelu Data lle bo&#8217;n briodol. Mae Hwb hefyd yn rhybuddio y gall offer AI gadw gwybodaeth a ddarperir drwy anogiadau ac yn argymell deall pa ddata y mae gwasanaethau&#8217;n eu casglu a sut mae eu modelau&#8217;n cael eu hyfforddi.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae diogelu hefyd yn bwysig. Mae Hwb yn nodi na chafodd llawer o wasanaethau AI cynhyrchiol eu cynllunio gyda phlant mewn golwg ac yn tynnu sylw at breifatrwydd, cynnwys niweidiol a chamfanteisio ymhlith y risgiau y dylai ysgolion eu hystyried.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dyma lle mae defnydd AI nad yw&#8217;n weladwy yn dod yn arbennig o bwysig. Ni all ysgol asesu goblygiadau diogelu data na diogelu gwasanaeth os nad yw&#8217;n gwybod ei fod yn cael ei ddefnyddio.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Yr Ail Fater yw Dysgu<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Gall AI wneud dysgu&#8217;n hynod ymatebol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gall dysgwr sy&#8217;n cael trafferth gyda chysyniad mathemategol ofyn am esboniad arall. Gellir ailysgrifennu testun ar lefel ddarllen wahanol. Gellir cynhyrchu cwestiynau adolygu sy&#8217;n canolbwyntio ar wendidau penodol. Gellir cyfieithu iaith. Gellir addasu enghreifftiau i gyd-fynd \u00e2 diddordebau&#8217;r dysgwr.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae Estyn eisoes wedi nodi athrawon yng Nghymru sy&#8217;n defnyddio sgaffaldiau a deunyddiau personol a gynhyrchir gan AI, gan gynnwys enghreifftiau lle mae wedi cefnogi dysgwyr ag anghenion dysgu ychwanegol cymhleth. Yn bwysicaf oll, mae Estyn hefyd yn dod i&#8217;r casgliad bod AI yn gweithio orau pan fo ei ddefnydd wedi&#8217;i seilio ar ddealltwriaeth glir o addysgeg a datblygiad plant.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bydd y gwahaniaeth hwnnw&#8217;n dod yn gynyddol bwysig.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae AI yn creu&#8217;r posibilrwydd o symud o adnoddau personol tuag at rywbeth sy&#8217;n nes at <strong>ddysgu hyper-bersonol<\/strong>, lle mae esboniadau, tasgau, enghreifftiau, adborth a llwybrau dysgu yn addasu&#8217;n barhaus i&#8217;r dysgwr unigol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae potensial sylweddol yma, yn enwedig o ran hygyrchedd ac anghenion dysgu ychwanegol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ond mae hyper-bersonoli hefyd yn codi cwestiynau pwysig.<\/p>\n\n\n  <ul class=\"block-list-icons\">\n          <li class=\"item has-content\" style=\"--anim-order: 1;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Beth sy&#8217;n digwydd pan fydd dau ddysgwr sy&#8217;n astudio&#8217;r un pwnc yn cael esboniadau, enghreifftiau a ffynonellau cynyddol wahanol?<\/div>\n                  <\/div>\n      <\/li>\n          <li class=\"item has-content\" style=\"--anim-order: 2;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Pwy sy&#8217;n penderfynu a yw&#8217;r llwybr dysgu personol yn addas yn addysgol?<\/div>\n                  <\/div>\n      <\/li>\n          <li class=\"item has-content\" style=\"--anim-order: 3;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Sut mae athro yn gweld beth y mae dysgwr wedi cael gwybod?<\/div>\n                  <\/div>\n      <\/li>\n          <li class=\"item has-content\" style=\"--anim-order: 4;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Sut y gallwn gynnal trafodaethau ar y cyd, dysgu cydweithredol ac amlygiad i syniadau na fyddai algorithm o reidrwydd wedi&#8217;u dewis?<\/div>\n                  <\/div>\n      <\/li>\n          <li class=\"item has-content\" style=\"--anim-order: 5;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">A sut y gallwn sicrhau nad yw personoli&#8217;n troi&#8217;n ddibyniaeth yn dawel bach?<\/div>\n                  <\/div>\n      <\/li>\n      <\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Mae&#8217;r rhain yn gwestiynau addysgegol a moesegol, yn hytrach na rhesymau dros wrthod y dechnoleg. Dylai AI ein helpu i feddwl yn fwy gofalus am sut olwg sydd ar ddysgu effeithiol.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Y Trydydd Mater yw Asesu<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Mae AI hefyd yn cymhlethu&#8217;r berthynas rhwng dysgu a thystiolaeth o ddysgu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae pryder amlwg ynghylch dysgwyr yn cyflwyno gwaith a gynhyrchwyd gan AI fel pe bai&#8217;n waith iddynt hwy eu hunain. Ond mae&#8217;r cwestiwn dyfnach yn fwy diddorol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Os bydd AI yn dod yn rhan arferol o fywyd proffesiynol a bywyd pob dydd, bydd sefyllfaoedd lle mae defnyddio AI yn briodol yn dod yn sgil ddilys ynddi&#8217;i hun.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae hynny&#8217;n golygu y gallai fod angen i addysg yn gynyddol wahaniaethu rhwng <strong>asesu&#8217;r hyn y gall dysgwr ei wneud yn annibynnol ac asesu&#8217;r hyn y gall dysgwr ei gyflawni&#8217;n gyfrifol gyda chymorth AI<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae Cymwysterau Cymru eisoes yn ystyried y materion hyn yn fanwl. Mae ei ddatganiad safbwynt diweddaraf, a gyhoeddwyd ym mis Awst 2026, yn cydnabod manteision posibl AI yn ogystal \u00e2&#8217;r angen i ddiogelu tegwch, safonau a hyder y cyhoedd. Mae&#8217;n datblygu cynllun pum mlynedd ar gyfer asesu digidol a fydd yn cynnwys defnydd cyfrifol o AI, gan barhau ar yr un pryd i fonitro camymddygiad sy&#8217;n gysylltiedig ag AI.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae hyn yn awgrymu na ellir cyfyngu&#8217;r drafodaeth i ganfod gwaith cwrs a ysgrifennwyd gan AI yn unig.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Efallai y bydd angen inni hefyd ofyn pa wybodaeth y mae&#8217;n rhaid i ddysgwyr ei chadw, pa sgiliau y mae&#8217;n rhaid iddynt eu dangos heb gymorth, pryd y dylid datgan bod AI wedi cael ei ddefnyddio, a phryd mae defnyddio AI yn effeithiol yn rhan o&#8217;r gallu sy&#8217;n cael ei asesu ynddo&#8217;i hun.<\/p>\n\n\n\n<div class=\"wp-block-cover has-parallax\"><div class=\"wp-block-cover__image-background wp-image-2440 size-full has-parallax\" style=\"background-position:50% 50%;background-image:url(https:\/\/cyberfirstwales.co.uk\/wp-content\/uploads\/2026\/09\/Retro-purple-dots.png)\"><\/div><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim\" style=\"background-color:#765c87\"><\/span><div class=\"wp-block-cover__inner-container is-layout-constrained wp-block-cover-is-layout-constrained\">\n<p class=\"has-text-align-center is-style-restricted-width-50 has-border-color has-body-border-color has-body-background-color has-background has-medium-font-size wp-block-paragraph\" style=\"border-width:18px\">Mae dyfodiad AI yn dileu&#8217;r angen am asesu ddim. Yn hytrach, mae&#8217;n ein gorfodi i feddwl yn fwy gofalus am yr hyn yr ydym yn ceisio ei asesu mewn gwirionedd.<br><\/p>\n<\/div><\/div>\n\n\n\n<h2 class=\"wp-block-heading\">Man Cychwyn Ymarferol: Gwneud yr Anweledig yn Weladwy<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Rydym yn awgrymu bod ysgolion yn dechrau drwy fapio&#8217;r defnydd presennol o AI a chreu cofrestr fewnol syml o&#8217;r offer sy&#8217;n cael eu defnyddio gan staff a dysgwyr.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nid oes angen i hynny droi&#8217;n ymarfer cydymffurfio cymhleth.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Gallai trafodaeth ymhlith staff ofyn yn syml:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Pa offer AI y mae pobl eisoes yn eu defnyddio? Ar gyfer beth y maent yn eu defnyddio? Pa broblemau y mae&#8217;r offer hynny&#8217;n eu helpu i&#8217;w datrys?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae&#8217;r atebion yn debygol o fod yn ddefnyddiol o safbwynt addysgol. Gallant ddatgelu galw am offer hygyrchedd gwell, dulliau gwahaniaethu mwy effeithiol, cymorth gyda llwyth gwaith, cyfieithu, adnoddau adolygu neu adborth i ddysgwyr. Gallant hefyd dynnu sylw at wasanaethau sydd angen eu hystyried yn fwy manwl o safbwynt diogelu, diogelu data neu asesu.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Nid y nod yw dal pobl allan. Y nod yw deall beth sy&#8217;n digwydd.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">AI SAFE: Pedwar Cwestiwn Cyn Defnyddio Offeryn AI<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">CyberFirst Wales&#8217; <a href=\"https:\/\/cyberfirstwales.co.uk\/cy\/ai-safe-y-sgiliau-sydd-eu-hangen-ar-ddysgwyr-ac-athrawon-nawr\/\"><strong>AI SAFE<\/strong> framework<\/a> yn cynnig ffordd syml o droi&#8217;r sgwrs honno&#8217;n arfer bob dydd.<\/p>\n\n\n  <div class=\"block-section block-values-section text-left type-icon cols-2\">\n    \n    \n    <div class=\"row\">\n              <div class=\"col-md-6\">\n          <div class=\"tile-value has-background has-primary-background-color\">\n            <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"99\" height=\"81\" viewBox=\"0 0 99 81\"><polygon fill-rule=\"evenodd\" points=\"32.022 80.132 0 48.11 14.593 33.517 32.022 50.998 82.968 0 97.561 14.593\" transform=\"translate(.927 .146)\"\/><\/svg><\/span>\n                          <h3 class=\"title\">Sense Check<\/h3>\n            \n                          <div class=\"content\">\n                Beth mae&#8217;r AI yn fy helpu i&#8217;w wneud, a sut y byddaf yn gwirio&#8217;r hyn y mae&#8217;n ei gynhyrchu? A yw&#8217;r defnydd hwn yn cefnogi dysgu, neu a yw&#8217;n disodli rhan bwysig o&#8217;r broses feddwl neu addysgu?              <\/div>\n                      <\/div>\n        <\/div>\n              <div class=\"col-md-6\">\n          <div class=\"tile-value has-background has-secondary-background-color\">\n            <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"99\" height=\"81\" viewBox=\"0 0 99 81\"><polygon fill-rule=\"evenodd\" points=\"32.022 80.132 0 48.11 14.593 33.517 32.022 50.998 82.968 0 97.561 14.593\" transform=\"translate(.927 .146)\"\/><\/svg><\/span>\n                          <h3 class=\"title\">Assess Data<\/h3>\n            \n                          <div class=\"content\">\n                Pa wybodaeth rwy&#8217;n ei rhoi i&#8217;r system? A yw&#8217;n cynnwys gwybodaeth am ddysgwr, data personol, deunydd sensitif neu waith heb ei gyhoeddi? A yw hwn yn amgylchedd cymeradwy ar gyfer y wybodaeth honno?              <\/div>\n                      <\/div>\n        <\/div>\n              <div class=\"col-md-6\">\n          <div class=\"tile-value has-background has-orange-background-color\">\n            <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"99\" height=\"81\" viewBox=\"0 0 99 81\"><polygon fill-rule=\"evenodd\" points=\"32.022 80.132 0 48.11 14.593 33.517 32.022 50.998 82.968 0 97.561 14.593\" transform=\"translate(.927 .146)\"\/><\/svg><\/span>\n                          <h3 class=\"title\">Follow the Flow<\/h3>\n            \n                          <div class=\"content\">\n                I ble mae&#8217;r wybodaeth yn mynd? A yw&#8217;r AI yn rhan o lwyfan arall? A yw&#8217;n cysylltu \u00e2 dogfennau, cyfrifon neu wasanaethau allanol? A wyf yn deall pa systemau sy&#8217;n rhan o&#8217;r broses?              <\/div>\n                      <\/div>\n        <\/div>\n              <div class=\"col-md-6\">\n          <div class=\"tile-value has-background has-aqua-background-color\">\n            <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"99\" height=\"81\" viewBox=\"0 0 99 81\"><polygon fill-rule=\"evenodd\" points=\"32.022 80.132 0 48.11 14.593 33.517 32.022 50.998 82.968 0 97.561 14.593\" transform=\"translate(.927 .146)\"\/><\/svg><\/span>\n                          <h3 class=\"title\">Evaluate Actions<\/h3>\n            \n                          <div class=\"content\">\n                Beth sy&#8217;n digwydd o ganlyniad? A yw&#8217;r AI yn cynnig awgrym i athro neu ddysgwr ei adolygu yn unig, neu a yw&#8217;n gwneud penderfyniad, yn darparu adborth, yn anfon gwybodaeth neu&#8217;n cyflawni gweithred arall? Ble mae goruchwyliaeth ystyrlon gan bobl yn parhau i fod yn rhan o&#8217;r broses?              <\/div>\n                      <\/div>\n        <\/div>\n          <\/div>\n  <\/div>\n\n\n\n<p class=\"wp-block-paragraph\">Nid yw&#8217;r pedwar cwestiwn hyn yn datrys pob mater a gyflwynir gan AI. Nid dyna eu diben.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Yr hyn y maent yn ei greu yw rhywbeth mwy gwerthfawr: <strong>yr arfer o oedi&#8217;n ddigon hir i wneud penderfyniad gwybodus.<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Dechreuwch gyda Sgwrs<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Efallai mai&#8217;r ymateb pwysicaf i AI cysgodol yw un diwylliannol yn hytrach nag un technegol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Os yw athrawon yn credu y c\u00e2nt eu beirniadu am gyfaddef eu bod wedi arbrofi gydag offeryn AI, maent yn llai tebygol o siarad amdano.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Os yw dysgwyr yn credu y bydd pob defnydd o AI yn cael ei ystyried yn dwyllo&#8217;n awtomatig, nid oes ganddynt lawer o gymhelliant i ddweud wrth athrawon sut maent yn ei ddefnyddio mewn gwirionedd.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae hynny&#8217;n golygu bod gan ysgolion lai o welededd, nid mwy.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae gwaith Jisc gyda myfyrwyr a dysgwyr yn awgrymu cyfeiriad gwahanol. Mae dysgwyr yn gofyn am reolau clir, ond maent hefyd yn dymuno cymryd rhan yn y broses o&#8217;u llunio. Maent am ddeall lle mae AI yn helpu, ble mae&#8217;r ffiniau a pham mae&#8217;r ffiniau hynny&#8217;n bodoli.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae hyn yn ymddangos yn arbennig o gydnaws \u00e2 Chwricwlwm i Gymru.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ni all datblygu dinasyddion moesegol a gwybodus mewn byd lle mae AI yn rhan o fywyd olygu amddiffyn dysgwyr rhag penderfyniadau technolegol heriol. Yn hytrach, mae&#8217;n golygu eu helpu i ddatblygu&#8217;r gallu i farnu&#8217;n dda er mwyn gwneud y penderfyniadau hynny&#8217;n gyfrifol ac yn hyderus.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Beth Nesaf?<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Mae AI cysgodol yn debygol o fod yn enw dros dro ar newid llawer mwy sylfaenol.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Mae deallusrwydd artiffisial yn dod yn rhan o chwilio, ysgrifennu, cyfathrebu, hygyrchedd, creadigrwydd a gwaith sy&#8217;n seiliedig ar wybodaeth. Ymhen amser, efallai y bydd gofyn a yw rhywun wedi \u201cdefnyddio AI\u201d yn llawer llai defnyddiol na gofyn <strong>sut y gwnaethant ei ddefnyddio, pam y gwnaethant ei ddefnyddio a pha r\u00f4l a chwaraeodd eu barn eu hunain<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Felly, mae gan addysg gyfle i symud y tu hwnt i ddadl sy&#8217;n cael ei fframio&#8217;n syml fel dewis rhwng mabwysiadu neu wahardd.<\/p>\n\n\n  <ul class=\"block-list-icons\">\n          <li class=\"item has-content\" style=\"--anim-order: 1;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Gallwn ofyn beth mae AI yn ei olygu i addysgeg.<\/div>\n                  <\/div>\n      <\/li>\n          <li class=\"item has-content\" style=\"--anim-order: 2;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Gallwn ailystyried sut y dylid darparu tystiolaeth o ddysgu.<\/div>\n                  <\/div>\n      <\/li>\n          <li class=\"item has-content\" style=\"--anim-order: 3;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Gallwn archwilio dysgu personol heb ildio barn broffesiynol.<\/div>\n                  <\/div>\n      <\/li>\n          <li class=\"item has-content\" style=\"--anim-order: 4;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Gallwn ddiogelu data dysgwyr heb rwystro arloesedd defnyddiol.<\/div>\n                  <\/div>\n      <\/li>\n          <li class=\"item has-content\" style=\"--anim-order: 5;\">\n        <span class=\"rk-icon \"><svg xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"20\" height=\"36\" viewBox=\"0 0 20 36\"><path d=\"M19.27175,15.73975 C20.24775,16.71675 20.24775,18.30275 19.27175,19.27875 L4.27175,34.27875 C3.29475,35.25575 1.70875,35.25575 0.73275,34.27875 C-0.24425,33.30275 -0.24425,31.71675 0.73275,30.73975 L13.96675,17.50575 L0.73975,4.27175 C-0.23625,3.29475 -0.23625,1.70875 0.73975,0.73275 C1.71675,-0.24425 3.30275,-0.24425 4.27875,0.73275 L19.27175,15.73975 Z\" transform=\"translate(-.006 .494)\"\/><\/svg><\/span>        <div class=\"content-wrap\">\n          <h3 class=\"title\"><\/h3>\n\n                      <div class=\"content\">Gallwn gynnwys pobl ifanc yn y penderfyniadau ynghylch y technolegau a fydd yn llywio cymaint o&#8217;u bywydau yn y dyfodol.<\/div>\n                  <\/div>\n      <\/li>\n      <\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Mae&#8217;r cam cyntaf yn rhyfeddol o syml. Dewch \u00e2&#8217;r defnydd o AI sydd eisoes yn digwydd i mewn i&#8217;r sgwrs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Oherwydd ni allwn addysgu defnydd diogel, beirniadol a hyderus o dechnoleg os nad oes neb yn fodlon siarad amdani.<\/p>\n\n\n\n<div class=\"wp-block-media-text is-stacked-on-mobile is-image-fill-element has-light-color has-aqua-background-color has-text-color has-background\" style=\"grid-template-columns:40% auto\"><figure class=\"wp-block-media-text__media\"><img loading=\"lazy\" decoding=\"async\" width=\"707\" height=\"1000\" src=\"https:\/\/cyberfirstwales.co.uk\/wp-content\/uploads\/2026\/04\/CyberFirst-Wales-AI-SAFE-Poster.png\" alt=\"\" class=\"wp-image-2192 size-full\" style=\"object-position:51% 10%\" srcset=\"https:\/\/cyberfirstwales.co.uk\/wp-content\/uploads\/2026\/04\/CyberFirst-Wales-AI-SAFE-Poster.png 707w, https:\/\/cyberfirstwales.co.uk\/wp-content\/uploads\/2026\/04\/CyberFirst-Wales-AI-SAFE-Poster-424x600.png 424w\" sizes=\"auto, (max-width: 707px) 100vw, 707px\" \/><\/figure><div class=\"wp-block-media-text__content\">\n<h2 class=\"wp-block-heading has-light-grey-color has-text-color has-link-color wp-elements-3\">Offer Cymorth<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Ydych chi eisiau gwybod sut mae AI eisoes yn cael ei ddefnyddio yn eich ysgol, ac a yw&#8217;r defnydd hwnnw&#8217;n ddiogel, yn weladwy ac yn cefnogi dysgu?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rydym wedi creu <strong>adnoddau ymarferol am ddim i staff<\/strong> i helpu i droi&#8217;r sgwrs am AI cysgodol yn gamau gweithredu ymarferol. Mae&#8217;r pecyn yn cynnwys <strong>poster AI DIOGEL, cerdyn cyfeirio cyflym<\/strong> ar gyfer penderfyniadau bob dydd, a <strong>gweithgareddau i staff a dysgwyr<\/strong> i ddatgelu sut mae AI yn cael ei ddefnyddio ar hyn o bryd, nodi cyfleoedd a chanfod meysydd lle gallai fod angen canllawiau cliriach.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Maent yn ddelfrydol ar gyfer cyfarfodydd staff, amser tiwtor, HMS, dysgu proffesiynol a thrafodaethau ynghylch polis\u00efau AI mewn ysgolion.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Os hoffech drafod sut y gellir defnyddio&#8217;r adnoddau hyn yn eich ysgol, cysylltwch \u00e2 ni.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button is-style-button-secondary\"><a class=\"wp-block-button__link has-light-grey-color has-dark-grey-background-color has-text-color has-background has-link-color wp-element-button\" href=\"https:\/\/cyberfirstwales.co.uk\/wp-content\/uploads\/2026\/09\/AI-Safe-Download.zip\" style=\"border-style:none;border-width:0px\">DownLoad<\/a><\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Copilot said: Mae deallusrwydd artiffisial eisoes yn cael ei ddefnyddio gan athrawon a dysgwyr i gynllunio gwersi, adolygu, cyfieithu, creu adnoddau, egluro cysyniadau anodd a threfnu gwaith. Ond nid yw\u2019r defnydd hwnnw i gyd o reidrwydd yn weladwy i ysgol neu goleg. Pan fydd pobl yn defnyddio offer AI y tu allan i systemau, polis\u00efau &hellip; <a href=\"https:\/\/cyberfirstwales.co.uk\/cy\/yr-ai-nad-ydym-yn-ei-weld-beth-mae-ai-cysgodol-yn-ei-olygu-i-addysgu-a-dysgu\/\">Continued<\/a><\/p>\n","protected":false},"author":3,"featured_media":2432,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[9],"tags":[],"class_list":["post-2466","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cyffredinol"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Yr AI Nad Ydym yn ei Weld: Beth mae AI Cysgodol yn ei Olygu i Addysgu a Dysgu - CyberFirst Wales<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/cyberfirstwales.co.uk\/cy\/yr-ai-nad-ydym-yn-ei-weld-beth-mae-ai-cysgodol-yn-ei-olygu-i-addysgu-a-dysgu\/\" \/>\n<meta property=\"og:locale\" content=\"cy_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Yr AI Nad Ydym yn ei Weld: Beth mae AI Cysgodol yn ei Olygu i Addysgu a Dysgu - CyberFirst Wales\" \/>\n<meta property=\"og:description\" content=\"Copilot said: Mae deallusrwydd artiffisial eisoes yn cael ei ddefnyddio gan athrawon a dysgwyr i gynllunio gwersi, adolygu, cyfieithu, creu adnoddau, egluro cysyniadau anodd a threfnu gwaith. Ond nid yw\u2019r defnydd hwnnw i gyd o reidrwydd yn weladwy i ysgol neu goleg. Pan fydd pobl yn defnyddio offer AI y tu allan i systemau, polis\u00efau &hellip; Continued\" \/>\n<meta property=\"og:url\" content=\"https:\/\/cyberfirstwales.co.uk\/cy\/yr-ai-nad-ydym-yn-ei-weld-beth-mae-ai-cysgodol-yn-ei-olygu-i-addysgu-a-dysgu\/\" \/>\n<meta property=\"og:site_name\" content=\"CyberFirst Wales\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/p\/CyberFirst-Wales-100095312032472\/\" \/>\n<meta property=\"article:published_time\" content=\"2026-09-04T09:49:26+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/cyberfirstwales.co.uk\/wp-content\/uploads\/2026\/09\/CyberFirst-Wales-Shadow-AI-Blog-post-featured-image.png\" \/>\n\t<meta property=\"og:image:width\" content=\"1672\" \/>\n\t<meta property=\"og:image:height\" content=\"941\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"author\" content=\"Adam Williams\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@CyberFirstWales\" \/>\n<meta name=\"twitter:site\" content=\"@CyberFirstWales\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Adam Williams\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"10 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/cyberfirstwales.co.uk\\\/cy\\\/yr-ai-nad-ydym-yn-ei-weld-beth-mae-ai-cysgodol-yn-ei-olygu-i-addysgu-a-dysgu\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/cyberfirstwales.co.uk\\\/cy\\\/yr-ai-nad-ydym-yn-ei-weld-beth-mae-ai-cysgodol-yn-ei-olygu-i-addysgu-a-dysgu\\\/\"},\"author\":{\"name\":\"Adam Williams\",\"@id\":\"https:\\\/\\\/cyberfirstwales.co.uk\\\/#\\\/schema\\\/person\\\/fc7703b4523ed44b873fdb43c0fb8713\"},\"headline\":\"Yr AI Nad Ydym yn ei Weld: Beth mae AI Cysgodol yn ei Olygu i Addysgu a Dysgu\",\"datePublished\":\"2026-09-04T09:49:26+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/cyberfirstwales.co.uk\\\/cy\\\/yr-ai-nad-ydym-yn-ei-weld-beth-mae-ai-cysgodol-yn-ei-olygu-i-addysgu-a-dysgu\\\/\"},\"wordCount\":2250,\"publisher\":{\"@id\":\"https:\\\/\\\/cyberfirstwales.co.uk\\\/#organization\"},\"image\":{\"@id\":\"https:\\\/\\\/cyberfirstwales.co.uk\\\/cy\\\/yr-ai-nad-ydym-yn-ei-weld-beth-mae-ai-cysgodol-yn-ei-olygu-i-addysgu-a-dysgu\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/cyberfirstwales.co.uk\\\/wp-content\\\/uploads\\\/2026\\\/09\\\/CyberFirst-Wales-Shadow-AI-Blog-post-featured-image.png\",\"articleSection\":[\"Cyffredinol\"],\"inLanguage\":\"cy-GB\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/cyberfirstwales.co.uk\\\/cy\\\/yr-ai-nad-ydym-yn-ei-weld-beth-mae-ai-cysgodol-yn-ei-olygu-i-addysgu-a-dysgu\\\/\",\"url\":\"https:\\\/\\\/cyberfirstwales.co.uk\\\/cy\\\/yr-ai-nad-ydym-yn-ei-weld-beth-mae-ai-cysgodol-yn-ei-olygu-i-addysgu-a-dysgu\\\/\",\"name\":\"Yr AI Nad Ydym yn ei Weld: Beth mae AI Cysgodol yn ei Olygu i Addysgu a Dysgu - 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Ond nid yw\u2019r defnydd hwnnw i gyd o reidrwydd yn weladwy i ysgol neu goleg. 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