The Department for Education gives a thumbs down to AI.

While prime minister Sunak was snuggling up to the tech giants in a pretence about AI security, the Department for Education had already published bland guidelines about some of the implications for education.

https://www.gov.uk/government/publications/generative-artificial-intelligence-in-education

While accepting that AI is an important tool:

 Generative AI tools are good at quickly: analysing, structuring, and writing text turning prompts into audio, video and images

and

when used appropriately, generative AI has the potential to reduce workload across the education sector free up teachers’ time, allowing them to focus on delivering excellent teaching…… We are working with the education sector and with experts to identify opportunities to improve education and reduce workload using generative AI.

elsewhere it continues to sound alarm bells:

……. Generative AI tools can make certain written tasks quicker and easier, but cannot replace the judgement and deep subject knowledge of a human expert.   (However) the content produced by generative AI could be: inaccurate inappropriate biased taken out of context and without permission, out of date or unreliable.

…Having access to generative AI is not a substitute for having knowledge in our long-term memory. To make the most of generative AI, we need to have the knowledge to draw on.

It goes on to cite concerns about plagiarism – Schools, colleges, universities and awarding organisations need to continue to take reasonable steps where applicable to prevent malpractice involving the use of generative AI. Examination boards have been on edge about this. In addition universities have voiced concerns about the ‘death of the essay’  https://education-economy-society.com/2023/03/24/chatgpt-the-end-of-the-essay/

 Yet at the other end of the spectrum, others claim that practitioners will be able to use the new technologies to transform education, making learning more exciting and dynamic. Thus, according to the World Economic Forum

With the rapidly accelerating integration of artificial intelligence (AI) in our work, life, and classrooms, educators all over the world are re-evaluating the purpose of education in light of these outsized implications……we see the potential of AI to accelerate the long overdue transformation of education systems towards inclusive learning that will prepare young people to thrive and shape a better future…. We see huge opportunities for teachers to use these technologies to enhance their own teaching practice and professional experience

As with the tech industry generally, its private sector providers who are swooping in on these opportunities, but we can expect this optimism to provide new research projects, extensive INSET and professional development opportunities and a full calendar of educational conferences focussing on this area – not to mention an array of new books. In short, like many initiatives before, another ‘mini-industry’ will grow up around a new area of interest.  

Of course, what’s glossed over in these conflicting approaches is that technological change isn’t a definitive or a linear process, but a product of wider political and economic circumstances. How else can the huge differences in the take up of robotics and machine learning between two leading economies like the UK and Japan be explained? Or for that matter between different economic sectors. There can also be waves of investment in response to particular innovations and in the private sector in particular, the strategies of competitors. But also, the opposite can happen – significant time lags where investment in new technology falls well short of the expectations of those expecting a ‘Fourth Industrial Revolution’ or a ‘Second Machine Age’. Elon Musk may smirk about ‘nobody having to work’ but there’s a political mountain to climb to even be able to consider this.

So, the increased introduction of AI in the UK’s schools, colleges and universities (make no mistake it’s already being used) will be subject to processes of disruption, not to mention political and economic uncertainty. Without a massive injection of funds, there are also issues about affordability particularly for state schools – as with enforced Covid online learning, a digital divide will grow further.

But arguably, rather than providing an realistic and balanced view, the Department for Education paper should be seen as no more than a thinly veiled attempt to defend the Tory approach to learning and the curriculum introduced by Michael Gove over 10 years ago and considered to be a return to the grammar school curriculum of previous years.

A curriculum that emphasises acquiring key ‘knowledge’ rather than developing skills. Being instructed by your teacher in rows of desks rather than organising and developing your own learning. Memorising model answers for three-hour examinations.  And of course, being prevented from bringing your mobile phone or similar devices into the classroom. Ironically this ‘exam factory’ model of schooling, whatever the DfE might think is most vulnerable to further automation and job loss.

As with AI and robotics generally, there is a lack of debate about how these technologies can be used to improve general social wellbeing rather than sow division and protect the interests of the few. Teacher organisations, so far, largely silent on these matters must play a major role, advising but also engaging with their members. Meanwhile at Bletchley Park, Sunak tries desperately to save his collapsing administration and Elon Musk continues to smirk.