Month: January 2025

BETT 2025: reflections part 2

Continuing on my reflections of the BETT conference from my previous post, I found sir Stephen Frys discussion with Dr Anne-Marie Imafidon to be quite interesting in the exploring “science reality” and how some things science fiction have come to pass, plus in looking at how Artificial Intelligence (AI) has actually been around for some time.    In terms of science reality, I did a presentation last year where I referenced an episode from Star Trek: The Next Generation, where it appears that captain Piccard is using a device very much like an iPad or other tablet device.     It is notable the episode aired in the 1980’s and focused on events from the 23rd century, when in fact the iPad made its appearance in 2010.   For me this highlights that science fiction sometimes presents us with novel and interesting ideas, that people then seek to make happen.   It also highlights that we are pretty crap at predicting the “when” of things with any real accuracy.

In terms of the longevity of AI, the concept has been discussed since the 1950’s with period of progress and then periods of quiet, with one particular quiet period known as the AI winter.    The reality is that the current progress of AI, as discussed by the sir Stephen and Dr Imafidon, is likely the juncture between increasing computing poor and increasing “oil fields of data”.    I found the point regarding how we “sleepwalked into the internet age” interesting, highlighting we cannot do the same with AI, but did we truly know what the impact of the internet was going to be, so can we truly know what the impact of AI might be?      I also found discuss of how social media focussed on “maximising engagement” to hit the nail of the head especially when this was expanded to include maximising bias, hatred and other negatives.   The term socio-technical skills as something we should possibly seek develop, was a new one on me, but I can see the point.

The discussion then progressed to education and assessment categorising the implications of ChatGPT for cheating as a minor issue brought about by the education system we currently have.    This aligns with some of my views on the need to reform education.    Education is not about tests or coursework, it is about learning.  It isn’t about grades.    I found the comment regarding our current system “testing for ignorance” and then pushing it, to be a particular telling and critical assessment of the world we consider to be education.    In the roundtable on assessment I took part in, that was one of our discussions regarding how coursework and exams are simply scalable for use across different schools, regions and countries, so we use them due to this scalability rather than because they are the best thing for education or for learning, or for our students.   

As the discussion moved back more towards AI there was an interesting discussion on AI development in terms of how we often describe AI as currently being the worst it will be, and that it is constantly improving.  This is fair to a point but sir Stephen referred to the internet as “filling with slop” and “contaminated” and if we assume that AI continues to use the AI in its training data then it too may become contaminated so it maybe possible to suggest that AI might be at its best now and only get worse as it becomes more contaminated by its own “slop”.    And who controls the AI and its development.  It was suggested that the three worst options might be the three groups most likely to lead the way on AI development, being countries, corporations and criminals.   In all three cases I can see the outcomes being far from positive and we can already see the internet being used to political and national ends, for pure commercialisation, consumerisation or profit, or for crime.   

I could likely write a whole series of blogs based on the session by sir Stephen and Dr Imafidon however rather than focussing on that I just want to share how they finished the discussion, on the need to find the “sweet spot”.   The need to find a balance between pessimism and optimism.   Now this aligns very much with my view of balance, in that most good things will have some balancing drawbacks or challenges.   We need to try and find our way and find the best middle group, the “sweet spot”.

The next session I watched before hitting the BETT conference floor was a session titled “Education in the AI era”.   Again I could write a lot about what was said as I found it to be very interesting indeed but am going to avoid doing that.    One key comment mentioned 30% of teachers not using AI;  My sense is this figure is lower than the reality.   The data came from TeacherTapp which I think is great, but I also think that the subset of teachers using TeacherTapp are likely to be those who are a little more tech savvy and therefore likely to use AI, and that a greater proportion of those who don’t use AI will also not be using TeacherTapp.  The bigger and possibly more important question is why some teachers who know of AI aren’t using it;  Is it they don’t know they are using AI, but are, that they don’t have access, lack training, lack confidence or something else?    In terms of access, this session also mentioned access to technology and affordance, which to me links to the concept of digital divides.

I also liked the discussion on banning and blocking AI where they compared it to knives in food tech.   Why would we ban AI in some or all subjects when we know knives can be dangerous, yet don’t ban them?    Now I know that this is a very simplistic and flawed analogy and that it was likely used for effect rather than accuracy, but I think the point is valid;  How often has prohibition of anything ever been beneficial or effective?   It just tends to make people do it more, but do it in secret.

This session finished on the big question, which had also been raised the previous night at the Edufuturists event, in terms of what the purpose of education is?     In terms of what we measure, tests, coursework, grades, are these what truly matters?   And if not, what does matter, and how might we measure it, assuming we need to?

That’s some pretty deep questions to end this post on, but that’s where I found myself and I was still in the morning of day 1 of BETT.   The afternoon would see me getting around the event and doing the networking side of things, which for me is one of the main benefits of BETT, but the sessions from the morning, and some of the other sessions I attended across the conference were also very beneficial in stimulating thoughts and ideas, and in some places in confirming or challenging some of my thinking.    Next BETT post to follow soon……….

BETT 2025: reflections part 1

Last week was the BETT conference and the annual pilgrimage for EdTech peeps the world over, to London.   Its 3 days of tech conference complete with some excellent speakers, trade stands, events and meetings.   For me, this meant three and a half days non-stop with a lot of learning, a lot of sharing and a lot of networking.    As I write this on the train home my social battery is very much depleted but the train ride does provide me an opportunity to reflect, albeit I suspect if I were to stop and relax I would be asleep in seconds.  And I just wish my laptop was working properly, however it seems to be suffering from BETTLag leaving me trying to write this on an iPad but without a keyboard as I opted for the lighter case rather than the heavier one with integral keyboard.  Doh!

So where to start?   I suppose the best place to start is with my usual travel woes.   Am not sure why I seem incapable of a trip out without some sort of issue however this time was no different.   Basically, I arrived at the train station to park my car and get the train to London to find there were no available spaces.    With less than10 minutes until the train this didn’t allow for much searching for an alternative place to park the car leaving me no option but to park it on the road, but outside someone’s house next to the station.    Am hoping they weren’t too annoyed by my parking where I suspect they would normally park however the lack of spaces, and this is despite me having already paid, left me no real choices.    Thankfully after this my journey was reasonably without any further drama except for google maps seeming to indicate I was walking backwards as I navigated from my hotel to the Canva and Edufuturists event on Tuesday night.  

The main thing which struck me from the Edufuturists event was the discussion in relation to culture, and its importance.   This is something I have thought to be true for some time and actually something I presented on when interviewed for the post I now hold.   The required topic for the presentation, from what I can remember, related to developing a technology strategy and culture, however in my presentation I talked at length about strategy, before bringing it back to culture and how culture underpins everything.    A good plan with a weak culture, will remain a good plan but is likely to be poorly implemented, but a poor plan within a strong culture will likely see the plan improved on, driven and developed to positive ends.  Culture eats strategy for breakfast.     I will note that the Edufuturists event felt a little bit strange being in the nice clean professional offices of Canva, whereas my last Edufuturists event, the UpRising event, was held in a slightly different style of venue.   That said, it may also have felt a bit strange as I was to be seen wearing jeans rather than my usual suited and booted look, something that at least one person pointed out to me.   I was however equipped with Irn-Bru as normal, so at least some things never change.

Another thing which struck me in relation to the EduFuturists event was the engagement of those in attendance who all were eager to learn and share, and to do whatever they could to try and drive and support education in its many forms.    My phrase of choice is the David Weinberger quote, “the smartest person in the room is the room”, and in the room with the EduFuturists, I felt we were all that much smarter together, and the collaborative culture made for some really interesting and thought provoking conversations.   These included discussions on the need for continual learning, on personalisation, on accessibility and more.

Wednesday saw the first day of the BETT conference and I loved the phrase David Verry used in referring to AI as a “weapon of mass production”.    The question we then have from that is what such mass production means for us in termly of how it shapes the news, how it shapes our beliefs and identity, what it means for something to be original and much more.   

The Rt Hon Bridget Phillipson, the secretary of state for education was next up and it was nice to hear how she emphasised the “power of tech”.    There has long been great potential available through technology however to date the situation varies significantly across schools in terms of access to technology, support, training and the other prerequisites needed before we get to actually using technology in lessons.    It was therefore nice to hear reference to the need to “close the digital divide” although personally I prefer to refer to “divides” rather than a singular divide given there are so many factors which impact on the disparity in relation to tech in schools.    AI was obviously a fair part of her speech, as it was for many others across BETT this year as AI continues to be the shiny new thing being talked about.    For me here there is a risk that we are speaking so much more about AI that we are not speaking about some other things such as the basic infrastructure, data protection, training and culture.      I also noted a sense that the discussion was very much about AI and teachers, where this is achievable with limited tech in schools, rather than AI with students, and the need for 1:1 devices, where this would require significant investment in devices but also in infrastructure.     She also talked about seeking to address an “absence epidemic” however for me, the key here was when she talked about “belonging”, as this links back potentially to the Edufuturists discussion in relation to culture, and for me is likely something significantly bigger than just the education sector, extending into wider society as a whole.    I wonder if social media, globalisation, increasing migration for work, etc, are meaning that on average people are feeling a lesser sense of belonging than they might have done in the past?    Is the social fibre, the communities of the past, breaking down or at least changing?

Caroline Wright from BESA was up next and her comments regarding the need to focus on the basics, things like infrastructure, training, funding, etc, rather than the “shiniest new thing” struck a cord with me.    I continue to be a big fan of the potential for AI to assist teachers, and for it to help reform education for the better of our students and their future, but I also worry that it is the current shiny thing which everyone is talking about meaning we are speaking less about some of the basics we need if we are to truly see the potential benefits.

I then stayed to listed to Sir Stephen Fry before making my way onto the floor of the main BETT show and beginning my meetings, networking, etc, but for now I will leave that for a future post to be shared shortly.    My step count to this point was reasonably low but it was never going to stay that way.

AI: A shiny new thing or more?

Artificial Intelligence (AI) has been heralded as a revolutionary tool with the potential to transform numerous industries, including education. However, maybe this has meant we have taken our eyes of some of the basics.   Maybe before spending so much time on AI, before delving into the exciting possibilities AI presents, it is crucial to consider the foundational IT infrastructure which needs to first be present in schools. Without a robust and reliable technological base, the integration of AI in educational settings is likely to face significant hurdles no matter how much discussion occurs at next weeks BETT conference.    That said, I myself need to admit to being very positive about the potential impact of AI for teachers, for students and for schools.

Assessing the Basic IT Infrastructure in Schools

The successful implementation of AI in education hinges on the availability of essential IT infrastructure. This includes high-speed internet access, up-to-date hardware and software, and adequate technical support. This is variable across schools, with some school continuing to struggle with outdated equipment, insufficient bandwidth or limited technical IT support, with this all likely to hamper the effectiveness of any AI usage.     Some schools have 1:1 programmes which puts digital technologies in students hands in every lesson, which therefore may mean students now have access to AI across the curriculum, however in other schools technology access may be limited to one or two visits to an IT lab each week.

Investing in the necessary infrastructure is paramount. Schools must ensure that they have the capacity to support AI tools, including reliable hardware and infrastructure, plus sufficient internet bandwidth. Without these prerequisites, the benefits of AI cannot be fully realised.    And I suspect one of the main potential benefits lies in putting AI in the hands of the students themselves, which therefore requires student access to devices possibly on a 1:1 basis.

AI: The New Shiny Thing?

The introduction of AI in education gets me thinking about the hoo-ha which has accompanied some previous technology innovations.    I remember the pronouncements as to how the interactive whiteboard, the virtual learning environment and the MOOC (Massively Open Online Course) would be transformative and lead to the reimagining of the modern education system.    In each case there was some impact, but the espoused potential was never realised and in fact the impact was mixed, especially when considering for change, resource and financial costs versus the resultant impact on students and their learning.    In each of these cases the new technology was a shiny new thing for some educators to get excited about however the long-term impact was never there.    Now personally I think AI is different, assuming schools first consider the basics such as access to infrastructure, bandwidth, support and training.     But if these basics aren’t considered, or aren’t sufficiently actioned, then AI becomes yet another shiny new thing where it will promise so much, but through the lack of the basic and fundamental infrastructure, will deliver little.

And it needs to be noted, that even if the basics are in place, we still need to approach AI with a critical eye. Educators and policymakers must evaluate whether AI tools genuinely enhance learning outcomes and address specific educational challenges. It is not enough for AI to be novel and exciting; it must be demonstrably effective and aligned with pedagogical goals.   It must achieve that difficult to quantify concept of “impact”.   I feel it can do this, but only if we are careful in our choice of tools and how we seek to use these tools.

Critical Thinking

Another important foundational aspect to AI use in schools is that of critical thinking.   Generative AI can quickly answer questions, provide an outline for coursework or offer feedback however how do we know that the content it returns is correct or suitable?    This requires the essential skill of critical thinking.    Now educators have long recognised the importance of critical thinking and have sought various methods to cultivate it in students however again the implementation across schools is varied.     Some schools include critical thinking in their values, some signpost it and have built opportunities across the curriculum however for others it may be paid but lip service.   To introduce students to the use of AI, or to use AI as educators, without the necessary critical eye on the output content will likely only lead to problems.   

Conclusion

I am eager to contribute to, and be involved in exploring and experimenting with AI in schools.   There is such great potential in the use of AI and I myself have already seen some of this potential in practical terms.    That said, AI has become “the” topic in education circles as of late but maybe for some schools this detracts from their need to focus on the fabric of the school, the IT infrastructure, IT support and digital citizenship development of students.

AI requires us to be more critical as we seek to use AI tools and as we consume online content which may have been produced using AI.    As such, maybe we also need to be more critical of our focus on AI in education, considering what other aspects of schools and school life this focus may distract us from.

2024, a little photo review

Have been a little light on the posts recently having enjoyed the festive period and more recently been trying to get back up to speed with things.    That and have also been struggling with a bit of a winter cold over the festive period, with this lingering into the start of the new year.   But normal service is starting to resume, so let’s start with a quick photo review of 2024.

Its always difficult picking photos for this as I have so many photos of events, meetings and other things so apologies to those I missed out from the above.    2024 was likely my busiest year in terms of the things I got involved in.    That said I have done my best to try and pick some of the highlights which includes BETT 2024, which for me felt like my best BETT yet;  With that I look forward to BETT 2025 and actually doing a bit of speaking at the event for the first time.    2024 also included my trip to speak at Futureshots in Venice, complete with the unforgettable (although I try!) Gondola ride.   I had my first visit to the EduFuturists Uprising event in 2024, plus ran the ANME Southwest meeting in “The Castle”, as well as attending the Google summit and Schools and Academies Show in Birmingham.   I spoke at a KeyNote event, speaking on AI in education, and at the ISBA national conference on digital strategy.   And that’s just some of the events I attended or contributed to.   

On a more personal level, I achieved my plan to run 500km across the year, albeit not being as consistent with this as I would like, plus I actually attended BETT 2024 with my son, who was there in relation to Esports, which he is currently studying at college.   It was nice to have him seeing what I do, but also allowing me to support him in his interests.    Following a difficult start to the year the second half of the year saw things improve significantly with the support of my new partner, seeing me get away to the sun but also visiting Ibrox for a tour of the stadium, in less sunning conditions.   And this supported me to see the return of my Christmas madness involving a number of members of my team and inflatable festive outfits.

 2024 was definitely a varied year with ups and downs, so both positive and less than positive memories.   It was certainly a journey.    So 2025……I wonder what the journey might look like when I look back at this time next year?