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Artificial intelligence is making increasingly significant inroads into UK classrooms, sparking debate over its role in education and its potential to alleviate teacher workload. Across the country, schools are experimenting with innovations like remote instruction and AI-generated deepfake avatars to supplement traditional teaching methods. The government highlights AI’s capacity to revolutionize education, particularly by easing teachers’ administrative burdens. However, educators, unions, and school leaders remain divided about the advantages and drawbacks of introducing such technology on a wider scale.
At The Valley Leadership Academy in Lancashire, a controversial move to employ a virtual maths teacher for some Year 9 to 11 top set pupils has invited criticism. Emily Cooke, a maths teacher at the school, opposes the initiative, emphasizing that meaningful teacher-student relationships involve more than just content delivery. “Will your virtual teacher be there to dance with you at prom, hug your mum during results day, or high-five you in the corridor because they know you won the match last night?” she asks. Despite the introduction of remote teaching staff based 300 miles away, backed by the school as a “win-win” strategy that pairs online instruction with onsite support, the National Education Union has condemned the practice as unacceptable, sparking recent teacher strikes.
Other schools are pushing boundaries further with AI applications. For instance, the Great Schools Trust in Liverpool, Warrington, and Bolton is harnessing AI technologies not merely for remote lessons but in assessing student work and customizing feedback. Benjamin Barker, the trust’s Director of AI, explains that their system can pinpoint gaps in individual learning and assist educators in planning tailored instruction. After marking assignments, the AI deepfake avatar produces personalized video feedback for each student. CEO Shane Ierston stresses the voluntary nature of this technology for teachers and insists it is designed to supplement rather than replace educators. He sees AI as a tool to promote personalized learning and ensure every child receives bespoke tuition, all while maintaining a human presence in the classroom.
Nonetheless, the use of AI in schools remains a divisive issue, especially among parents. Frank Young, chief policy officer at Parentkind, notes widespread parental skepticism, with only 12% approving AI use in classrooms according to a recent survey of more than 5,000 parents. He believes acceptance hinges on addressing parental concerns and demonstrating the tangible benefits for students. Meanwhile, uptake among teachers is growing rapidly; data from the Teacher Tapp survey shows an increase from 31% to 58% in teachers reporting AI use in their work within one year. Despite differing opinions, educational authorities are monitoring developments closely. The Department for Education stresses the importance of employing technology to enhance, rather than replace, critical thinking and creativity in learning. Meanwhile, unions like the NEU remain firmly opposed to remote teaching, pledging to resist any enforced implementation of virtual teachers. As this technological shift unfolds, schools and stakeholders are navigating the challenge of balancing innovation with the core values of traditional education
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