This week, I have continued to think about the role of AI in schools, and I’ve noticed a growing awareness of generative AI—particularly in creating images and documents. However, it’s evident that the deeper application of AI for data analysis, especially qualitative data, remains less familiar to many teachers and educational leaders.

While there’s a general belief that AI and large language models (LLMs) can serve a significant purpose in education, there is still uncertainty about how to effectively implement them. This hesitation often stems from the narrative surrounding AI, which can feel vast and overwhelming.

It’s crucial to remember that AI is fundamentally a tool. We need to focus on the outcomes we wish to achieve and then work backwards to identify how AI can assist us in reaching those goals. By reframing our approach, we can demystify AI and harness its potential to enhance educational practices and impact pupil progression.