When we discuss our project findings with different groups of teachers, policy makers and developers, we are frequently asked to reflect on the implications of AI for both teachers and students, and how these technologies are supporting, challenging or reshaping school practice. As part of this, we recently submitted evidence to the Education Select Committee’s inquiry into the use of Artificial Intelligence and EdTech in education.
Drawing on findings from our research, the submission highlights a number of key challenges associated with the growing use of technologies in schools. These include the risk of widening existing inequalities within the education system, the limited evidence base underpinning many technological interventions, and insufficient attention to the values and biases that can be embedded in these technologies.
Our evidence also points to the continuing disparities in digital infrastructure and variations in teacher autonomy that shape how technology can be used in different educational contexts. These factors significantly influence both the opportunities available to schools and the ways in which teachers and students experience AI in practice.
Looking ahead, we suggest a need to empower the education community to proactively determine in a proactive manner how and why to use technology as part of an education fit for contemporary times.
Our submission has recently been published and is available to read here.