By Chris Carter, EdTech Adviser
As I write this, we’re approaching the three-year anniversary of ChatGPT’s launch – the moment when the term generative AI began to take root in the public consciousness. I’d experimented with earlier forms of AI, even playing as a child with “Eliza” (generally considered the first AI chatbot) on my father’s home computer. However, even more recently I couldn’t have expected something that could pass high-level exams, as some people were claiming!
It’s helpful, I think, to draw parallels with the rise of the worldwide web. Many of us will remember dialling up on phone lines, launching Netscape Navigator, and “surfing the information superhighway”. Back then few imagined how the internet would reshape communication, work and education. Today it’s hard to doubt that AI will have an even greater – and far more rapid – impact on our world.
In the months following ChatGPT’s public release in 2022, early adopters in schools began exploring its potential, using AI to generate lesson ideas, model answers and class materials. While results were often mixed, it quickly became clear that these tools weren’t just novelties; they genuinely offer the potential to support the way we work. In primary and secondary settings the emphasis has been largely on saving time and sparking creativity, not replacing core teaching. Alongside the major platforms from OpenAI, Google and Microsoft, a wave of educator-focused AI tools emerged, supporting planning, feedback and adaptation. Some proved truly useful, with teachers even spending their own money to lighten their workload. The pace of experimentation and development suggests that AI is quickly becoming part of the educational landscape, and schools are beginning to grapple with what that means for staff, pupils and the wider community.
AI is here, which means it’s not a choice. It’s increasingly woven into the tools and systems we rely on. As with the worldwide web, we don’t get to decide whether AI is present – it already is, shaping how we work, communicate and learn. Even if schools choose not to actively adopt generative tools right now, they still need to prepare. While AI is certainly not the be-all and end-all, the potential is significant: personalised learning, support for inclusion, creative opportunities and greater efficiency. These benefits come with risks, though: bias, misinformation, over-reliance, safeguarding, and a widening digital divide between those who can access and use AI effectively and those who cannot. There are also concerns around accuracy, data protection, intellectual property and AI’s environmental impact. It can be a powerful ally but only if we engage with it thoughtfully, build understanding across our schools and ensure it supports rather than undermines our values.
Preparing for AI starts with a clear vision and a strategy that aligns with your school’s needs, values and priorities. What challenges might AI help you address? Start small:
- Pilot tools with specific goals and evaluate their impact.
- Build staff confidence through CPD and safe spaces for experimentation.
- Collaborate across schools and trusts to share learning and avoid duplication.
- Crucially, develop a roadmap – one that sets out not just what you’ll do but also why you’ll do it.
Any decisions made along the way should be underpinned by guiding principles around human oversight, data protection, equity of access and transparency. Schools must be clear about how AI is being used, who is accountable and how decisions are communicated with staff, pupils and families. Just as staff need support, pupils also need to learn how to use AI responsibly – it’s becoming a core part of digital literacy in a world where AI will be ever present. AI is moving fast, but thoughtful planning helps schools stay in control and ensures technology supports their mission rather than distracting from it.
As an education technology adviser, much of my work now focuses on supporting schools, settings and trusts with using and planning for AI. This has included working with individual schools, MATs, SBM and headteacher clusters, and with other organisations. HFL Education has supported leaders, teachers, admin staff and governors in exploring how AI can improve efficiency and reduce workload, while promoting safe and responsible use. I particularly enjoy running courses and INSETs where staff can see AI tools in action and try them out for themselves. It’s then that I often see the excitement in delegates that comes with the realisation of just how impactful AI might be for them. Of course, there’s also a focus on the risks and considerations, ensuring staff understand the importance of transparency, accountability and ethical use. The goal is to help schools realise the benefits of AI while staying in control of how it’s used.
No one can say with certainty where AI will take us or how it will reshape education in the years ahead. The pace of change makes long-term predictions difficult, and perhaps unhelpful. What we can do is act on what we know now, and what we can reasonably expect. That means engaging thoughtfully, building understanding and planning with purpose. By acting now with clarity and care, we can ensure we’re ready for whatever comes next; and for those looking to take the next step, support is available.
This article was written by a human, using AI to help with phrasing, conciseness and keeping within the word count.
