A recent OECD survey of some 280,000 lower secondary teachers in 17,000 schools across 55 education systems, indicated that three in four of them feel that they lack the knowledge or skills to teach using Artificial Intelligence (AI); this proportion is likely to be far higher at primary and pre-primary…
In this UKFIET Blog, Mike Douse proceeds beyond the stereotypes, delineates the crucial from the inconsequential, and suggests that disparities other than boys versus girls might now be more deserving of attention.
The age-old question: “What do you want to do when you grow up?” is now: “What do you want to be, alongside AI, when you grow up?”. And it is no longer simply about employment but extends to self-fulfilment, social interaction, lifelong learning and leisure.
What level and nature of reparations should be paid by the countries, institutions and descendants of those who perpetuated the Transatlantic Slave Trade to the countries, institutions and descendants of the enslaved? How much is ‘owed’, and on what basis may that be calculated; in what form should such reparations…
Artificial Intelligence (AI) has highlighted the issue of plagiarism, with Large Language Models (LLM) overwhelming education at all levels as the incessant AI cheating versus detection battle rages on.
More and more, across the world, education is being geared to employment. The workplace is rapidly colonising the classroom. Enjoyment is being outlawed in favour of relevance.
Countries across the world (and international agencies that should know better) are calling for the outlawing of smartphones from schools. In this UKFIET Blog, Mike Douse explains how, in the Digital Age, this is the very opposite of what should be happening.
Numerous dignitaries, academics and salespeople (but thus far no robots) are flocking to copious conferences, sundry seminars and voluminous workshops focussed on Education and Artificial Intelligence (AI).