New research suggests that the majority of teachers are not using artificial intelligence tools professionally. So what needs to happen to ensure AI is harnessed in the right way for the education sector?
According to research by BCS, The Chartered Institute for IT, the majority of teachers (64 per cent) are not using ChatGPT professionally, including 19 per cent who are ‘not interested’ in using AI anytime in the future.
The survey of over 5,000 teachers found the vast majority (84 per cent) have not changed the way they assess students’ work, despite the availability of AI tools. Only 41 per cent say they are regularly checking homework and coursework for plagiarism content from the web.
What’s more, 41 per cent said their school did not have an agreed approach to AI, and a further 17 per cent didn’t know if any policy had existed.
Inequalities in usage
The results of the research suggest new inequalities in the use and understanding of AI in education.
Although a small proportion of teachers surveyed were from private schools, the trend was that they were using AI more regularly than their state counterparts.
Teachers in the Northwest, Yorkshire and Northeast were slightly less regular users of AI than those in other regions.
Only a third (36 per cent) of teachers using AI for lesson preparation had ‘admitted it’ to their senior leadership team or head, suggesting it is seen as ‘cheating’ for teachers as well as students.
One computer science teacher said: “Here we are, another technological wave washing over the education sector, leaving us stuck in the 1950s. At the school I’ve started at now, teachers are not allowed to use AI to create lessons. The senior leadership team fear that if they let AI in, it will replace, not enhance teachers.”
In contrast Emma Darcy, director of technology for learning at Denbigh High School, Luton, said they dedicated one period a week to teaching AI and digital literacy. The school also had clear policies on AI for teaching and learning and for acceptable use by students.
She said: “We teach students and staff to understand what over-reliance on AI looks like and what the negative aspects are, as well as the positives.”
Media Studies teacher Kelly Midgley, from south Manchester, who was interviewed for the report said: “I didn’t start to use AI until this past year. I was sceptical at the start – visions of Skynet! It’s thought that authentic teaching is when you design all the lessons yourself tailored to that class, and this is probably why some teachers may be cautious when using AI. I’ve now used AI to create text for a “how to” guide; I edited some of the AI text to be more specific and maintain an appropriate tone.”
Common uses of AI
Secondary school teachers who are using AI started using it for tasks such as admin and standard letters, before they progressed into lesson planning and classroom materials preparation.
Teachers have found AI a useful tool not only for time saving, but also for tailoring content. For example, AI is used for last minute preparation or to help a tired teacher at the end of the day.
It is also used for tailoring existing content to different ability levels, age groups and language levels.
The research found AI can also be used to find more creative ways of teaching. One Chemistry teacher had created an ‘Escape Room’ task for his students using ChatGPT for a specific topic that was quite hard to teach.
Another had used AI to find a new way to teach computer networks – this involved the students joining hands in different ways to physically depict the different networks.
The research revealed that the more essay or coursework-based subjects, such as English, and Humanities subjects, saw greater AI use by teachers. And the most common uses of AI by teachers were for creating quizzes and test materials, although some used it to help them write communications to parents and reports.
What can be done to increase usage?
There are still very clear barriers to more widespread uptake of AI by secondary school teachers, ranging from lack of an AI policy in school to lack of formal training, to the negativity surrounding the launch of AI/ChatGPT.
In its report, BCS recommends that understanding of AI is made a significant part of teacher training and heads’ leadership qualifications alongside wider digital literacy. The study also calls for schools to publish AI policies on their websites.
However, the BCS says that they can only be expected to do that with clear guidance from the Department for Education (DfE), the qualifications regulator (Ofqual), and other relevant bodies. BCS had earlier called for a new digital literacy qualification in schools (which focusses on general skills including using AI tools) alongside the current Computer Science GCSE.
The report also recommends that any AI product or service used in schools, and any IT professional working in schools, should meet clear independent standards around quality, competence, ethics, and transparency.
Julia Adamson MBE, managing director, education & public benefit at BCS, The Chartered Institute for IT said: “Teachers see the opportunity AI presents to transform their work and the lives of their students, from saving time on lesson plans, to personalising learning for each young person. But they need better training and guidance to grow in confidence with AI, to make sure it is used fairly and that it doesn’t cause greater disadvantage in the education system.”
Lord Knight of Weymouth, former Schools Minister, said in the foreword to the report: “BCS, The Chartered Institute for IT is showing leadership in this conversation, advocating for digital literacy and equitable access to AI tools across all schools. We need robust policies, well defined ethical standards, and a framework for responsible AI use that empowers teachers and prepares students for a future in which AI will play a significant role.”
Sarah Hannafin, head of policy for school leaders’ union NAHT, said: “While it is clear that AI has huge potential benefits for schools and children’s learning, it is important that these are harnessed in the right way.
“It is understandable that school leaders and teachers need training and guidance in order to feel confident using AI. It is also true that no AI tool is infallible or can replace the judgement and knowledge of a human expert. There are also lots of safeguarding and ethical considerations around use of this technology.
“It therefore makes sense that AI is introduced gradually in order to maximise its potential and mitigate the risks.”
