Deepening Human Intelligence Alongside AI

Navigating the new landscape of Artificial Intelligence has its challenges, but Professor Rose Luckin believes it’s possible for humans and machines to successfully co-exist, as long as we keep our humanity in the foreground.

Artificial Intelligence (AI) is not just the stuff of movie and science fiction, it is here now and many of us use it every day. For example, when we search on the internet, use a voice activated assistant like Apple’s Siri or Amazon’s Alexa, or when we use an e-passport gate at the airport. AI is here, it is not going away and it will impact on education.

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      string(389) "... four schools beinggiven the wrong grades last summer.Miss Nisbet told the TimesEducation Supplement: ‘Pupilsuse IT as their natural medium foridentifying and exploring new issuesand deepening their knowledge.’But assessment expert ProfessorAlan Smithers said: ‘This illustratesthe bubble that our examiners exist in.They are influenced by the quantity ofexam marking ..."
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      string(5603) "hamstrung.”http://www.teachingtimes.comThis month’s NEWSShrewsbury College rollsout business intelligencesoftwareresources are being spent and ensuringmaximum efficiency.As a result, the college is target-driven in terms of  learner numbers,funding received and success rates ofstudents and the dashboards are beingdeveloped to highlight trends as theyhappen.“The dashboards are helping toidentify and eliminate pockets ofinefficiency within the college to helpit save costs and maximise returns,”said Len Tildsley, vice principal,Shrewsbury College.“Active Dashboards allows usto set performance parameters sothat it’s possible to compare currentperformance with targets agreed atmaking its delivery more personalised,efficient and effective and moretransparent and secure.“The examination system is yet tofully realise this potential.”But authors and educationalistssaid it would lead to the demise ofthe important art of  handwriting andincrease cheating.Errors in marking due to a newonline computer marking system led tocandidates at one in four schools beinggiven the wrong grades last summer.Miss Nisbet told the TimesEducation Supplement: ‘Pupilsuse IT as their natural medium foridentifying and exploring new issuesand deepening their knowledge.’But assessment expert ProfessorAlan Smithers said: ‘This illustratesthe bubble that our examiners exist in.They are influenced by the quantity ofexam marking, rather than the quality.’Examination Officers’ Associationchief  executive Andrew Harland saidcomputerisation would revolutionisethe system.“The technology just speeds thewhole process up, reduces humanerror and could allow instantaneousresponses and grades.”But OCR chief  executive MarkDawe, said moving GCSEs and A-levels online would take some time.“How do you ensure that thereis fairness across every centre in thecountry? All the networks have got tobe robust, every learner has to haveaccess to a computer of  the samespeed because what if  one takes twiceas long to recognise typing as another?“You have got to install security –there are real challenges about generalexams being done by IT.”Currently, the three exam boards– Edexcel, AQA and OCR – offer onlya small number of  papers online.Handwritten scripts are, however,widely scanned onto computers andmarked on-screen.Shrewsbury College of  Arts &Technology is prioritising notonly student performance butthe performance and efficienciesof  the college as a whole, byrolling out Active Dashboardbusiness intelligence software toits senior management team.The software is reported to behaving a positive impact on thecollege as a method for identifyingand tracking performance acrossthe college, and is being rolled outto all operational managers anddepartmental heads.Performance management incolleges is increasingly important interms of  justifying where money and http://www.teachingtimes.comThis month’s NEWSHumanrights groupattacksmobile phoneinjusticenot legally allowed to search for themwithout pupils’ consent.Under the proposed changes, headswill be able to search for telephones,as well as alcohol, drugs, weapons,pornography, stolen goods and otheritems banned by their school.The Bill says school staff  will beallowed to search for phones andother items banned by the school ifthey “reasonably suspect the item hasbeen or is likely to be, used to commitan offence, or to cause personal injuryto, or damage to the property of  anyperson”.There have been concerns aboutthe use of  mobile technology incyber-bullying against pupils andteachers alike and some teachers havecomplained that their privacy hasbeen invaded.School pupils can use phones tothe start of  each year – making it verysimple to see if  we’re meeting them.“Trend analysis taken fromhistorical data also helps us predictwhat the coming months may hold– early indication is vital to us hittingour targets and identifying anyunderperformance before it becomesan issue is much simpler now ActiveDashboards is installed.”Active Dashboards is able to takethe live data from the college’s manydata sources and integrate and crosstabulate it so that performance can bemeasured on a daily basis. It providesusers with a full picture of  collegeperformance helping managementmake better informed decisions as aresult.Shrewsbury College plans to useActive Dashboards to integrate datafrom its human resources, financialand student data systems so that it cancross reference and correlate results;for example, student performancewith staff  sickness. The college has300 staff, 8,000 students and is basedacross two principal campuses.Head teachers will be allowedto search for phones and deletedata without consent in a  bidto combat cyber-bullying. Butthe proposals in the EducationBill have been attacked by thehuman rights pressure group,Liberty, which says the newsearch powers being given toschools over mobile phonesare more suitable for terrorinvestigations.In the past, schools were able toconfiscate mobile telephones but were http://www.teachingtimes.comThis month’s NEWSA group of  tech-savvy teenagersfrom the Central FoundationGirls School (CFGS), EastLondon, have the X-factorwhen it comes to appinnovation.Since September, twentystudents aged 13-17 on theApps for Good course at theinner city girls school have beenworking in teams to researchand reflect on problems thataffect their lives and theircommunities, and creatingmobile apps to solve them.The solutions they have come upwith include an app that helps you getup in the morning (Buzzer"
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Digital Learning

News Update: March

23 Mar 2011

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      string(361) "... are just not producing students with the skills needed for 21st-century workplaces. These skills include negotiation, teamwork, persuasion, written and spoken communication skills, emotional intelligence and a learning mindset—all the skills robots will never have! The domination of screen time in our children’s lives make public speaking ..."
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      string(3597) "assemblies but within your new creative curriculum, public speaking and communication skills could be embedded in the culture of state schools in the same way it is in the public sector.Why are communication skills more important than ever?Education may be high on the agenda for the new Prime Minister because employers are telling us that we are just not producing students with the skills needed for 21st-century workplaces. These skills include negotiation, teamwork, persuasion, written and spoken communication skills, emotional intelligence and a learning mindset—all the skills robots will never have! The domination of screen time in our children’s lives make public speaking even more important. Texting is often preferred to talking. Sharing pictures on Instagram or Facebook has become a form of socialisation that excludes speaking to each other directly. Hence, some of our young people grow up less confident even with telephoning clients, let alone negotiating with colleagues when they reach the workplace. To balance these changes in lifestyle we need schools to value and nurture the vital skills of human communication throughout school life.Teenagers frequently find talking to adults a challenge. Boys can struggle to articulate their thoughts and girls often struggle with confidence to speak up. The charm and charisma exuded by some of our politicians can be taught and learned by helping our learners find a confident voice and a wider vocabulary. An added bonus is the sense of wellbeing, flexibility and inner confidence that comes with being able to speak to any audience with poise and clarity. If there is one thing that will help disadvantaged children break out of the spiral of deprivation it could be communication skills that help them understand how to connect with various listeners and make an impression.Teaching effective communication. Key skills and learning activities that can and should be included in your curriculum.Conversation skills—discussing the news or world affairs Vocabulary and speaking techniques that work well, for example alliteration, repetition Using pauses, volume and intonation effectively Listening and turn taking Improvising an extended response to questions Empathy and expressing different viewpoints Speaking to variety of group sizes Body language for effective communication Giving a pitch to sell an idea or product Telephone communication with and without a script Coaching each other and themselves using questionsAs school leaders, we wonder what it is that will really make the difference to the future lives of our children. We know it isn’t always their examination results on a particular day one summer that will make a long-term, positive impact on their lives. It is much more likely to be an ability to form great relationships with a variety of people, communicate with clarity and have the self-confidence to follow their ambitions. I often think we should be measuring life in the decade after school to really consider how effective their schooling was in delivering these skills and habits.  One thing is for sure, the public school system does deliver these habits (alongside some very useful networks!) Embedding communication skills at the heart of our state school curriculum could help bridge the gap so that our political system and its leaders really represent the people.Jackie Beere OBE is a School Improvement Partner, Trainer, Governor, Mindset Coach and Author jackiebeere.com. For further information on the school clubs, email carrie@lovepublicspeaking.org"
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Leadership

Why Speaking Skills Need to be Prioritised

3 Mar 2020

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      string(344) "Engagement with audiobooks can benefit children and young people’s reading skills and enjoyment, as well as their mental wellbeing and emotional intelligence, according to this review by the National Literacy Trust.The review identified how audiobooks can widen children’s access to literature. Not only are audiobooks easy and ..."
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      string(3445) "Engagement with audiobooks can benefit children and young people’s reading skills and enjoyment, as well as their mental wellbeing and emotional intelligence, according to this review by the National Literacy Trust.The review identified how audiobooks can widen children’s access to literature. Not only are audiobooks easy and convenient to access via digital devices, but children are able to access a broader range of texts. They are also able to access more of a book than reading alone as the listening experience deepens their understanding of tone and pronunciation and exposes them to different accents and dialects.The review also includes evidence that listening to an audiobook requires the same cognitive skills as reading in print, and also supports the development of skills that children need to read including language comprehension and the ability to understand and retain information.Research has also shown that listening to a human voice can elicit a stronger emotional response than reading a written narrative or watching a film, indicating that audiobooks have the potential to support a child’s emotional intelligence.Audiobooks were also found to be effective at engaging reluctant, struggling and developing readers. Children are able to access a wider range of stories through audiobooks, where difficulty in decoding or comprehending a written text is a barrier, and they can provide a pathway into stories that may be beyond a child’s reading level. The ‘cool factor’ of listening to stories on a digital device is also particularly appealing to reluctant readers.The ability to listen to a book as a family was found to be an important way of getting books into the home. Audiobooks can also help parents who themselves struggle to read or lack confidence reading to share stories with their children. The rise of smart speakers has also facilitated the sharing of stories, with many services now launching storytelling apps.Conclusions:Audiobooks are increasing in popularity and their convenience and ease can be of huge benefit in education as well as in a consumer market. However, that convenience does not equate to a shortcut, nor does it adversely affect the process of learning to read if deployed effectively. Indeed, it can boost this and build on the other benefits of wide and frequent reading, such as vocabulary building and emotional intelligence.The majority of classroom-based studies have been done with materials created specifically for the classroom, and little has been explored using commercially produced audiobooks. While the UCL study did use commercial products, their focus was on measuring modal differences in older, proficient readers, whereas it would be interesting to explore how these sorts of books could be used to motivate and support reluctant or struggling readers.It should be noted that the focus of these studies is predominantly on listening in relation to reading – how listening can support and encourage a love of reading, build reading skills, or even act as a convenient substitute. Little has been done on the intrinsic benefits of listening and listening for enjoyment, which should be explored further.Studying the intrinsic benefits of listening in all its forms –and considering it as a strand of literacy alongside reading, writing and speaking – should also be a priority.Audiobooks And Literacy"
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Leadership

Audiobooks And Literacy

28 Feb 2020

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      string(5523) "relationships with their local police in a differentcontext. Officers in schools develop an increased understanding of the young peopleand families in their community, and the community benefit from officers beingbased in and around schools, which enhances community perceptions of the police.42. Positive relationshipsAs a result of thisincrease in accessibility,relationships betweenthese groups are improved.In our study, the mostfrequently cited benefit forpupils is their developmentof positive relationshipswith, and perceptions of,the police.5 The enhancedopenness and trustbetween the two groupsmeans that the police arebetter able to prevent andto handle criminal activityor risky behaviour, cangather intelligence andwork more effectively withthe pupils. Young peoplebecome more trusting ofthe police and will confide in officers asthey become more familiar with the policeofficers’ involvement in their school. Inthe words of one police officer based in aprimary school:‘It’s breaking down barriers so theyactually do see you as a human being.Hopefully, by the kids seeing us inschool doing work, being good tothem, trying to sort things out, theywill remember that and when theysee us outside of school, they’ll bedifferent.’In some cases, this represents a substantialshift in entrenched attitudes held by young people towards the police, and meansthat the police can more easily carry out their day-to-day role, as the Head ofInclusion in one secondary school reports:‘The biggest impact is the fact that the children are beginning to seethe police as someone they can work with, and not just against. ForOfficers in schools develop anincreased understanding of theyoung people and families intheir community.“”69Vol 4.4School Leadership Todaywww.teachingtimes.comInclusionSaferSchoolsthe majority of students who come up against the police outside ofschool, it is about antagonism, authority etc, and so showing them thehuman side of the police force, that they can engage with the police,is important. ‘Similarly, relationships between police, the schools and their local community alsochange for the better. As issues involving pupils in the community can be dealtwith quickly and efficiently, this improves the community perception of the policeforce as the perspectives of one senior police representative note:‘There have been improvements in levels of truancy which hadpreviously caused problems in the local community. This increasescommunity confidence and satisfaction, so overall the picture is veryrosy because we are getting into dealing with the issues that schoolswant us to deal with and the community want us to deal with. Sowe’re reaping the benefit from that angle really. ‘3. Increased sense of safetyYoung people and teachers report an increased sense of safety in schools whenpolice are working closely with, or are based in, their school. Pupils consider theirschool to be a safer environment, and know that police help will be available ifneeded.6 An evaluation of Safer Schools Partnerships (SSP) found that 73 per centof young people in SSPs feel safer since having an officer in their school.7 In turn,parents and members of the school’s local community become more confident thatissues will be dealt with appropriately and that police support will be available, ifneeded.4. Decline in truancyPupils’ attendance at school is another area in which benefits are observed whenpolice work with schools. Both the literature and case study work conductedfor our research found evidence that levels of truancy decrease, and attendanceincreases when police work in schools.8 In some cases, schools have experienceda reduction in persistent absences by 23 per cent.9 Although it is acceptedthat the increased police presence is not solely responsible for the increasedattendance, it is considered that this is supporting schools’ wider efforts toreduce truancy. Other consequences include the achievement of schoolattendance and the reduced need for police to deal with incidents involvingyoung people who are absent from school and engaging in anti-social oroffensive behaviour.5. Higher standardsAs a consequence of pupils being in schools more, and learning more, ultimatelyachievement is raised.10 While it is accepted that the police work in schools is notsolely responsible for raised achievement, it is thought that the resulting calmerand less disruptive environment in schools contributes alongside other initiativesto enhance the overall achievement of children and young people.6. Reduction in offending and poor behaviourWhen police officers work more closely with schools, incidences of offending orpoor behaviour drop, for example there are lower levels of substance misuse,or fewer offensive weapons carried by pupils. Some quantitative evidence ofsuch benefits has been collected. The findings of the district-wide evaluationof Bradford’s SSPS reported that, after their implementation, the frequency ofreoffending fell from 1.8 per cent to 0.98 per cent, and the number of first-timeentrants to the criminal justice system fell by 19.8 per cent.ChallengesIn practice, proving that these outcomes have been, or can be, achieved is important tounderstanding whether, and how, police working with schools can make a differenceto outcomes for young people as well as the schools, police and local communities.This is not without its challenges, particularly when trying to capture some of the‘softer’, less tangible"
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Leadership

Operation safer schools

31 Oct 2012