Assessing AI\u2019s risks<\/strong><\/h3>\n\n\n\nWhen any AI is used by children in school or at home, inspectors will assess if this is being done in their \u201cbest interests\u201d. <\/p>\n\n\n\n
If pupils are deemed to be using it \u201cinappropriately, inspectors may evaluate how the provider has responded and addressed the impact of this\u201d. <\/p>\n\n\n\n
The guidance says that while the risks associated with the tech \u201cwill not be evaluated separately in our inspections, they will be addressed when they have implications for areas that are already considered\u201d. <\/p>\n\n\n\n
This can include data protection, safeguarding and bias and discrimination. <\/p>\n\n\n\n
\u201c<\/strong>Any evaluation that Ofsted makes is about the provider\u2019s decision-making, what they have considered, and the impacts on children and learners, not about the tool itself,\u201d the guidance says.<\/p>\n\n\n\n\u201cInspectors only need to consider AI when it is relevant to something specific in their evaluations.\u201d<\/p>\n\n\n\n
\u2018Early adopter\u2019 research<\/strong><\/h3>\n\n\n\nThe guidance was informed by research, also released this morning, into how 21 \u201cearly adopter\u201d schools, colleges and MATs are integrating AI into teaching, learning and admin. <\/p>\n\n\n\n
Most of them had an \u201cAI champion\u201d charged with getting staff to \u201cembrace\u201d the tech. They typically created a \u201cbuzz\u201d and \u201cplayed a vital role in demystifying\u201d it to address \u201canxieties and build confidence\u201d. <\/p>\n\n\n\n
In larger settings, they would bring \u201ctogether their data management teams, IT systems managers and curriculum leads\u201d as AI \u201crequires skills and knowledge across more than one department\u201d. <\/p>\n\n\n\n
Its use was usually divided between those wanting to cut workload and those who wanted it to \u201cdirectly\u201d support learning. <\/p>\n\n\n\n
But the researchers found this \u201coften shifted with time\u201d. <\/p>\n\n\n\n
A few of the leaders were already developing and testing \u201ctheir own AI chatbot, while others were in the process of doing so\u201d. <\/p>\n\n\n\n
Some also highlighted how tools \u201callowed teachers to personalise and adapt resources, activities and teaching for different groups of pupils\u201d, including young carers and refugees. <\/p>\n\n\n\n
Monthly policy changes<\/strong><\/h3>\n\n\n\nHowever, most were \u201cat the early stages of developing a longer-term strategy\u201d on how to integrate AI into their curriculums as they had not yet considered how to combine it with pedagogy. <\/p>\n\n\n\n
One of the reasons for this is there are \u201cnot many\u2026 tools tailored to individual school or college contexts\u201d. Some school bosses also had not thought \u201cstrategically about what success with AI looked like or how to evaluate its impact\u201d. <\/p>\n\n\n\n
Leaders were said to be \u201cclear about the risks of AI around bias, personal data, misinformation and safety\u201d. <\/p>\n\n\n\nSarah Hannafin<\/figcaption><\/figure>\n\n\n\nSome had a separate AI policy, while others added it to \u201crelevant existing policies including those for safeguarding, data protection, staff conduct, and teaching and learning\u201d. <\/p>\n\n\n\n
But \u201cthe pace of change meant that many leaders were updating their AI policies as often as monthly\u201d. <\/p>\n\n\n\n
Sarah Hannafin, of the National Association of Head Teachers, said leaders and teachers \u201ccertainly need training and guidance in order to feel confident using AI\u201d. <\/p>\n\n\n\n
\u201cThe technology should be introduced gradually in order to maximise its potential and mitigate the risks.<\/p>\n\n\n\n
\u201cThese tools cannot replace the judgement and specialist knowledge of a human expert, and it is crucial that teachers retain professional oversight.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"
Inspectors will not check tech use as a \u2018standalone\u2019 part of inspections, but will look at its impact on outcomes<\/p>\n","protected":false},"author":311204,"featured_media":219413,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[4],"tags":[3029,28,25],"post-theme":[2378],"class_list":["post-231661","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","tag-ai","tag-dfe","tag-ofsted","post-theme-ofsted"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t
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