FROM ALGORITHMS TO ACADEMIC EXCELLENCE
Exploring the role of AI in the classrooms of tomorrow
Imagine a world where every teacher has a personal assistant that can instantly generate lesson plans, create engaging resources, and even provide real-time answers to pupils' questions. This isn't science fiction - it's the transformative potential of artificial intelligence (AI) in education. As AI technology advances, it is poised to revolutionise the way we teach and learn, offering unprecedented opportunities for both pupils and teachers. However, the integration of AI in education is not without its challenges. In this article, we explore how schools are using AI to enhance educational outcomes and streamline their workloads while ensuring integration in a safe, responsible and ethical way.
WHAT IS ARTIFICIAL INTELLIGENCE?
Artificial intelligence refers to advanced technology that enables computer systems to perform complex tasks that historically only a human could do, such as reasoning, decision making and problem solving.
At the simplest level, machine learning uses algorithms trained on data sets to create machine learning models that allow computer systems to generate content and perform a wide variety of tasks. Some of the most common examples of AI in use today include digital assistants (such as Siri and Alexa), customer service chatbots, Google Translate and generative AI (GenAI) tools such as Chat GPT.
AI IN EDUCATION
Artificial intelligence is the defining technology of our generation - and now is the time to safely bring its vast benefits to schools. From creating timetables and lesson resources, to supporting students with personalised feedback, AI has the power to cut workloads and improve young people’s education.”
Tom Nixon, Director of Government at Faculty AI
To better understand how AI can be used to assist teachers and to improve outcomes for pupils, Star Academies and Eton College – alongside several other multi-academy trusts – have partnered to form The Artificial Intelligence in Schools Initiative (AISI). The main role of this group is to set clear guidelines to ensure the ethical use of AI in schools, ensuring all implementations are safe, transparent and firmly focused on the best interests of our young people.
In a bid to unlock the benefits of AI, the AISI, in collaboration with the Department for Education (DfE), Faculty AI, ImpactEd and the National Institute of Teaching, hosted the first ‘Education Hackathon’, bringing together teachers, leaders and secondary pupils from schools and trusts across England. Government representatives were also in attendance, including Secretary of State for Education Gillian Keegan and Academies Minister Baroness Barran.
Participants at the two-day event were asked to experiment with AI to test its potential in several scenarios, for example whether it could write a lesson plan or accurately mark exam papers. Technology experts led thought-provoking workshops to identify the different ways that AI could be utilised to assist with the challenging and time-consuming tasks teachers often face.
The hackathon taught me different ways of exploring how appropriate prompts are key to securing useful output from AI. It’s incredibly useful to support with administrative tasks including letter generation and project summaries.”
Yasmin Manzoor, Vice Principal and Artificial Intelligence Lead at Small Heath Leadership Academy
We explored the use of AI to support senior leaders with writing documents for strategic and operational development. It has huge potential to reduce teacher workload and produce effective resources that will develop and enhance pupils’ learning.”
Enass Al-Ani, Executive Principal at Small Heath Leadership Academy
Pupils from Eden Girls’ School, Waltham Forest and Small Heath Leadership Academy were invited to the event to provide valuable feedback on AI tools from a pupil perspective. Their involvement helped to highlight the practical benefits and potential impact of AI on their learning experiences.
We attended the hackathon event to explore the current possibilities and limitations of AI. It may not be able to replace teachers with robots, but it has proved to be an efficient means to help with little things like generating basic revision materials.”
Zainab Imran, Year 10 pupil
AI TO SUPPORT TEACHERS
Demos of the most effective GenAI tools from the Hackathon were made available to pilot schools - including three Star Academies schools – allowing teachers to further experiment with AI and discover its capabilities in a real-world context.
Star’s pilot schools were given access to four AI tools:
TEACHMATEAI
TeachMateAI is a collection of AI-powered tools designed to create custom teaching resources and streamline various aspects of a teacher’s work.
TEACHERMATIC
Similarly to TeachMateAI, TeacherMatic’s AI generators act like personal assistants for teachers. They make creating classroom materials easy by automatically making things like worksheets, quizzes and lesson plans.
Teachers reported several ways that they felt they had benefitted from the use of these tools, as well as providing some useful feedback and areas for improvement.
CREATING RESOURCES: Teachers at pilot schools described using GenAI to generate creative ideas to teach a course, concept or topic, such as to provide a teaching methodology, activity or experiment. They also used GenAI to create or enhance teaching resources, including PowerPoint presentations, handouts, worksheets, images, model answers and quizzes. The tools were perceived to produce good quality outputs, or at least produce a first version of a resource that teachers could improve upon.
‘LIVE’ USE IN LESSONS: GenAI enhanced pupil engagement with dynamic and interactive learning experiences during lessons and the ‘ask an expert’ tool offered instant, expert-level responses to pupils’ questions in real-time.
GAMMA
With its advanced AI capabilities, Gamma AI effortlessly generates polished and professional PowerPoint presentations from text that teachers can refine and customise without the need for extensive formatting.
OLEX.AI
Olex.AI harnesses generative AI to provide a full suite of tools for teaching, marking and providing feedback on written assignments from primary to GCSE level.
I have utilised AI to generate PowerPoint slides for lessons and found it easy and straightforward to use. I provide the content and the program enriches my presentations and makes them more engaging.”
Edward Lee, Geography Teacher at Small Heath Leadership Academy
I had never used AI before in my teaching. I mainly use TeachMateAI to generate quizzes and short activities to introduce a topic or recap what pupils have learned. The ‘ask an expert’ tool was one of my favourites, but the resources produced by AI can feel a bit monotonous which is something that could be improved on.”
Berta Janine Munteanu, Geography Teacher at Eden Girls’ School, Waltham Forest
CASE STUDY: STARBANK SCHOOL
Improving pupil engagement with TeacherMatic
Teachers at Starbank School had unlimited access to TeacherMatic, using tools like the 'ask an expert' generator to produce engaging opinions and perspectives. The responses – created in the tone and style of historical figures and famous people, including King Charles II and Professor Brian Cox – enriched pupils' British Science Week investigations. Teaching staff concluded that the ‘ask an expert’ tool improved pupil engagement and was of great benefit. They suggested the tool could be utilised within science, history and English units, but noted limitations in mathematical symbols and numbers, impacting its applicability in maths.
TIME-SAVING TOOLS: Teachers using GenAI tools in their role felt they were able to save time by automating tasks. Quicker idea generation, content creation and lesson planning led to significant time savings for some – though time was still required to check and edit outputs.
GenAI tools were also used to support and automate a wide range of administrative processes, including writing letters and emails. For others, it improved their work-life balance by reducing the time taken to complete repetitive tasks.
PROVIDING FEEDBACK AND GENERATING REPORTS:
One group of teachers experimented with a GenAI tool to mark pupils’ work, assessing whether it could accurately identify errors and provide relevant feedback.
From editing news articles to reflect different reading ages, to generating structured questions from YouTube videos, AI allows me to save time and lighten the cognitive load by producing resources in an instant and speeding up admin tasks.”
Hannah Burston, Geography Teacher at Small Heath Leadership Academy
I was excited to use GenAI to create resources for pupils and found it easy to prompt and remodel the responses which gave me a great starting point for parts of my lessons.”
Mohtasham Sheikh, Computer Science Teacher at Small Heath Leadership Academy
CASE STUDY: STARBANK SCHOOL
Olex.AI
A teacher focus group typed sample pupil work into the program, which was then analysed, generating 3 reports: a short, pupil-friendly feedback report; next step targets with a follow-on task; and a longer, more in-depth teacher feedback report.
The group spent a session exploring the computer-generated reports, looking at how accurate and useful the feedback was as well as marking the work themselves to make comparisons. The AI output provided was deemed to be of a good standard, however, the group did feel that the way in which written pieces were inputted into the program needed to be further explored, as scanning books in daily would be impractical and time-consuming.
THE POTENTIAL BENEFITS OF AI FOR PUPILS
PERSONALISED LEARNING: GenAI enables teachers to quickly tailor teaching resources according to a particular pupil’s needs and learning style, producing personalised study and revision plans based on their level and performance.
ADDITIONAL SUPPORT: Assistive technology powered by AI can provide tailored support for students with special educational needs and disabilities (SEND). It can offer personalised interventions and resources that cater to individual requirements, promoting inclusivity in the classroom.
ENGAGING LEARNING EXPERIENCES: GenAI can create interactive and engaging content such as games, quizzes and simulations that inspire pupils and make learning more fun and dynamic. AI can also power virtual reality (VR) and augmented reality (AR) experiences, providing immersive learning environments for subjects like history, science and geography.
ACCESS TO VIRTUAL TUTORS: AI-powered tutors offer one-on-one tutoring tailored to the pupil's pace and level of understanding. AI tutors are available anytime, allowing pupils to get help whenever they need it, whether during evening study sessions or weekends.
IMMEDIATE FEEDBACK: GenAI tools can provide instant feedback on assignments, coursework, essays and other written work. This timely feedback helps pupils understand their mistakes and immediately learn from them, promoting continuous improvement.
SKILL DEVELOPMENT: AI integrates into curriculum activities that develop critical thinking and problem-solving. In an age where misinformation can easily spread, it is crucial for pupils to develop the skills necessary to identify inaccuracies and inconsistencies in what they see and read online.
PREPARATION FOR FUTURE CAREERS: Experts emphasise the importance of adapting education systems to equip pupils with the knowledge and skills needed for an AI-enabled world. This shift isn't just about embracing new technology – it's about ensuring that today's pupils are ready for tomorrow's opportunities.
Even though it is in its early days, I think AI will have a huge impact on education and its ability to help me to provide bespoke support to pupils with special educational needs and disabilities (SEND) in science is invaluable.”
Ruth Wafi, Science Teacher at Small Heath Leadership Academy I utilised GenAI in my history lessons to create false sources of information, specifically an AI generated text about the Roman Empire. Our young historians then had to investigate the reliability of the source, comparing it with a trusted text. This helped pupils to grasp the nature, purpose and origin of credible sources and how to identify false information.”
Alishah Ali, History Teacher at Small Heath Leadership Academy
CHALLENGES AND CONCERNS
While AI presents significant benefits, it also introduces challenges that must be addressed to ensure its safe and effective integration in education.
ONLINE SAFETY AND SECURITY: One primary concern revolves around the safety and security of users, particularly ensuring that pupils are shielded from accessing or generating inappropriate content through AI platforms. The teaching of a broad, knowledge-rich curriculum is fundamental in giving all pupils the foundational knowledge required to use emerging technologies such as GenAI in a safe, responsible and effective way.
ACADEMIC MALPRACTICE: There are concerns across the education sector about the potential for pupils to misuse AI tools for tasks such as writing essays, which raises issues of plagiarism. To combat this, AI-powered detection and tracking tools can be utilised to identify similarities between pupil submissions and AI-generated content. Pupils should also understand the consequences of cheating and the importance of honesty, integrity and ethical use of AI.
THE DIGITAL DIVIDE: AI offers 24/7 personalised support, which is especially beneficial for pupils with SEND and those from disadvantaged backgrounds. However, the risk of exacerbating the digital divide exists if access to necessary technology, such as compatible devices and stable internet, is not universally available. Efforts must focus on ensuring equitable access to these tools for all pupils..
TRAINING: Navigating the rapidly evolving landscape of AI tools presents another challenge, requiring educators to stay informed about their potential applications and alignment with effective pedagogical practices. Comprehensive training in digital literacy, AI literacy and ethical use of AI is essential, with some teachers advocating for accredited GenAI training to be integrated into both Continuous Professional Development (CPD) for teachers and Initial Teacher Training (ITT) courses.
ACCURACY: Concerns have been raised about the accuracy and potential biases in AIgenerated outputs. To harness the potential of GenAI, a ‘human in the loop’ is required –someone to present it with the right information and to sense-check the results that it generates. AI tools can make certain tasks quicker and easier but cannot replace the judgement and deep subject knowledge of a teacher.
Addressing these challenges requires thoughtful planning and collaboration, including clear policies and guidelines, ongoing research, and ethical considerations embedded into the design and implementation of AI technologies. By proactively facing these challenges, schools can maximise the benefits of AI while mitigating potential risks and ensuring equitable and effective educational experiences for all pupils.
THE FUTURE OF AI IN EDUCATION
As GenAI is increasingly integrated into existing digital tools and platforms, it is anticipated that the technology will continue to improve in performance and capability, gradually becoming ubiquitous in everyday life. Over the last two decades, schools have seamlessly integrated numerous innovations, such as interactive whiteboards, digital textbooks, online learning platforms and educational apps, transforming traditional classrooms into tech-savvy learning environments. These once novel technologies are now indispensable tools, enhancing pupil engagement and learning outcomes.
AI, like its predecessors, holds the potential to become a staple in schools, with a focus on enhancing, rather than replacing, the human elements of teaching. However, AI will never be a substitute for teachers’ professional judgement and the personal relationships they have with their pupils.
At Star, we will continue to research, pilot and integrate AI responsibly and safely across our schools, establishing robust support and training to ensure its effective implementation. Embracing AI will empower our pupils and enhance our teachers’ ability to inspire and engage their classes, allowing them to focus on what they do best – teaching and nurturing the next generation.
NOW RE-READ THE FIRST PARAGRAPH OF THIS ARTICLE. WOULD YOU HAVE GUESSED IT WAS WRITTEN BY CHATGPT?