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Artificial Intelligence (AI) in Schools: A View from a Newly Qualified Teacher

By Gemma Zeeman, OU PGCE Research Assistant for the Wales Collaborative Learning Design (WCLD) project, January 2024

The future of Artificial Intelligence (AI) is fascinating and incredibly exciting. As a newly qualified teacher, it feels thrilling to be part of its evolution so early on.

One of the most exciting aspects of AI in education is its ability to inspire pupils. Imagine a Year 6 pupil writing a story and using AI to generate a 360-degree image of their story’s setting. This not only brings their imagination to life but also enhances their engagement with creative writing.

Similarly, a teacher could use AI to create a fun and interactive song about a less engaging topic, making it more enjoyable and memorable for pupils. Reading programs powered by AI can gamify learning, encouraging pupils to improve their reading skills in a way that feels less like work and more like play. For example, children could use AI to create and animate their own stories, transforming their ideas into videos. I recently helped a friend’s Year 5 son turn his comic book creation into a video using AI, and his excitement at seeing his ideas come to life was unmatched.

For teachers, AI offers invaluable support, particularly in areas where they may feel less confident. Subjects like music, which some teachers find challenging, could benefit from AI-powered tools that provide lesson ideas, resources and guidance. In primary education, where teachers are expected to be proficient across all subjects, AI can help bridge gaps in expertise.

AI also has the potential to reduce teacher workloads. Teachers have just one day of planning, preparation and assessment (PPA) time every fortnight. AI could help by generating ideas for new topics, providing templates for lesson plans or suggesting differentiated activities. For instance, when faced with "blank page syndrome" a teacher could use AI to brainstorm initial ideas for a lesson, saving valuable time and energy.

However, many schools are hesitant about integrating AI into their systems, often restricting access to the tools on teachers’ computers. This cautious approach is understandable given concerns about data privacy and reliability, but it also limits the potential benefits AI could offer. To move forward, we need to trust teachers to use these tools responsibly and provide the necessary training and resources.

One misconception I’ve encountered is the distrust of AI compared to more traditional tools. For instance, teachers are encouraged to used content banks to help with report writing, yet at the same time warned against using AI for similar tasks. Yet, AI is essentially another form of a content bank. It can generate ideas and suggestions that teachers can then adapt to suit their needs.

AI is not, and should never be, a replacement for teachers. It should only be used when it enhances teaching and learning. By teaching pupils what AI is, how it works, and its implications, we can equip them with the skills to navigate an AI-driven world. At the same time, AI can fire their imaginations, making learning more engaging and relevant.

As educators, our goal is to prepare pupils for careers and futures we can’t yet predict. By embracing AI responsibly, we can ensure they are equipped with the knowledge and skills to thrive in a rapidly changing world. AI offers endless possibilities, from helping teachers manage their workloads to transforming the classroom into a space where creativity and innovation flourish. It is up to us to seize this opportunity and make AI a force for good in education.

 

Past blogs

Education in a Changing World – reflections from the 2024 BERA/WERA Conference

By Nerys Defis, OU Curriculum Tutor, September 2024

Timetable organisers are worth their weight in gold and for those of us who attended the 2024 BERA-WERA conference the timetablers should really be held in awe. A conference running over five days, with over 470 sessions, and over 2,000 delegates in attendance from all across the globe...read more

Rooted in Dialogue: Cultivating Professional Conversations

By Angela Thomas, Practice Tutor, September 2024

I write this blog with a vista of my well-tended garden at the end of a productive summer. The hydrangea are still in full bloom, the apple tree bountiful, and the pansies reluctant to drop their purple, velvety petals. It is rather satisfying to observe and it provokes a period of reflection on the passing season and the new one ahead...read more

Reflections on the partnership’s video technology research project

By Trudi Rees-Davies, Practice Tutor (Pen Rhos Primary School, Llanelli) June 2024

In recent years my roles with the Open University Partnership have ranged from Mentor and School Coordinator to my current position as a Practice Tutor, a role I have cherished for the past two years. This role has been particularly fulfilling as it allows me to witness the growth and development of both young pupils and student teachers...read more

 

Newsletter March 2025