Artificial Intelligence (AI) is increasingly shaping the future of education in the South East, moving beyond its initial role as a tool for students to assist with essay writing. Schools are now integrating AI into their administrative and teaching practices, heralding a significant shift in education delivery.
Cottesmore School in West Sussex has pioneered the use of AI by appointing an AI headteacher to work alongside a human head teacher Tom Rogerson. This AI entity serves as a "co-pilot," providing advice on supporting teachers and staff and addressing the needs of students with additional requirements. Mr. Rogerson views the AI as a valuable sounding board for clarifying thoughts and offering guidance.
In addition to administrative support, Cottesmore School has embraced AI to create custom tutors designed by students. These AI tutors can answer questions when teachers are not immediately accessible, offering a personalised learning experience.
The "My Future School" project at Cottesmore allows children to envision and design their ideal educational environment with the help of AI. This initiative not only fosters creativity but also familiarises students with the potential of AI in shaping their learning experiences.
At Turner Schools in Folkestone, Kent, AI has been incorporated into lessons to teach students responsible usage. This educational approach ensures that students are not only consumers of AI technology but also understand its ethical implications.
Future Prospects of AI in Education
Dr. Chris Trace, head of digital learning at the University of Surrey, emphasises that AI is here to stay and will continue to evolve rapidly. He predicts that future workplaces will require proficiency in using AI, making it an essential skill for students to acquire.
Dr. Trace also envisions AI tracking student progress, and identifying strengths and areas needing improvement. This data-driven approach could lead to more individualised and efficient education, significantly enhancing learning outcomes.
Tom Rogerson echoes this sentiment, believing AI will revolutionise education by providing personalised and efficient teaching methods. However, he underscores the importance of maintaining human teachers' presence to ensure a balanced approach.
Despite the promising potential of AI, there are major concerns that need addressing. Rogerson highlights the necessity of not humanising AI too much and treating it as the tool it is. Ethical use and understanding AI’s limitations are crucial components of this integration.
Nationally, plagiarism facilitated by AI is a prominent issue. Dr. Trace notes that much initial work on AI in education focused on preventing cheating. Cerys Walker, digital provision leader at Turner Schools, points out the difficulty in detecting AI-generated work, as it often appears very natural. She also raises concerns about unequal access to technology at home, which could exacerbate existing disadvantages among students.
Walker stresses the responsibility of schools to educate students on the ethical use of AI, acknowledging both its advantages and potential drawbacks. The Department for Education echoes this, emphasising the need to understand both the opportunities and risks associated with AI to fully realise its potential.
AI is set to transform education in the South East, offering innovative ways to support teachers and enhance student learning.
