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In contrast, Emma Darcy, director of technology learning at Denbigh High School in Luton, said she devoted one period a week to teaching AI and digital literacy. The school also had a clear policy on AI for teaching and learning, and for acceptable use by students.
She said: “We teach students and staff to understand what excessive reliance on AI looks like, what the negative side is, and what the positives are.”
Kelly Midley, a media research teacher from South Manchester, said he was interviewed for the report. “I didn't start using AI until the last year. I was skeptical at first – Skynet's vision! It is thought that authentic education is when you design all your lessons for that class yourself. This is probably why some teachers might be careful about when using AI. I used AI to create a textbook for the “How” guide. I edited some of the AI text to maintain a more specific and appropriate tone.
Calls for schools to publish AI policies
In its report, BCS recommends that understanding of AI becomes a critical part of teacher training and principals' leadership qualifications, along with broader digital literacy. The study also requires schools to publish AI policies on their websites, but it is expected to do so only with clear guidance from the Department of Education (DFE), qualification regulators (ofqual), and other affiliated entities, BCS said. BCS previously sought new digital literacy qualifications in schools, along with current Computer Science GCSE.
The Chartered Institute said, Julia Adamson MBE, Managing Director of Education & Public Benefits at BCS: But they need better training and guidance to grow confidently in AI and make sure it is used fairly and does not cause any major disadvantages to the education system.
Former school minister Lord of Weymouth Knights said in the preface to the report: We need robust policies, well-defined ethical standards, and a framework for responsible AI use that empowers teachers and prepares for a future in which AI plays a key role.
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