Educational Technology

Lord Knight of Weymouth Excerpts

Thursday 23rd November 2023 Grand Committee

[Lord Knight of Weymouth (Lab)]

My Lords, it is a great pleasure to follow the noble Baronesses. I do not think that there was a word that the noble Baroness, Lady Morgan, said that I did not agree with. I declare my interests at the outset: I, too, am a political adviser to AI in Education; I chair a multi-academy trust, E-ACT; I am a director of Suklaa, whose clients include Iris Software and Goodnotes; I am a director of Macat; and I chair the boards at Century Tech and EDUCATE Ventures Research. I am very proud that the last two are headed up by two great experts around AI and education, Professor Rose Luckin and Priya Lakhani.

I am a long-term evangelist for the use of technology in education, as well as change in education and our school system, but I recognise the efficacy problem that the noble Baronesses, Lady Kidron and Lady Morgan, talked about. I signed off, and was responsible as a Minister for, the harnessing technology grants—rather a lot of money was spent on rather a lot of whiteboards. I am not sure that they made a massive difference when we did not accompany that investment with the training of teachers to transform their pedagogy to go with it, and we need to learn from that.

It is also fair to reflect that, with the current orthodoxy of the curriculum—what we require of young people and how they take tests writing on paper with pens in large sports halls every summer—perhaps we do not need technology. It may well be that, given that that system has not really changed for the last 50 to 70 years, we know how to teach it. If we think that that is right and we should preserve the status quo for ever, then perhaps we do not need technology. But I happen to believe, particularly with the workforce crisis that we face in our schools, and the changing environment externally that the noble Baroness, Lady Morgan, talked about, that we need to change.

I am guided by the work back in the late 1990s of Professor Ruben Puentedura from Boston who talked about his SAMR model—that is, substitution, augmentation, modification and redefinition. It is only when you get to the modification or redefinition of pedagogy that you achieve proper gains with the application of technology in education.

Currently we have a curriculum problem for the reasons outlined by the noble Baroness. We have an opportunity for change enabled by technology assisting teachers, and technology is making that change inevitable and essential. In order to realise that opportunity, we have to be mindful of some of the problems of safety, data and privacy, the digital divide—the divide around access to devices and data—and the confidence of teachers and learners to be able to use technology and of parents to be able to support their children during homework using technology. We have to be mindful of all those things, but they should not be an obstacle to progress.

There are alternative visions. There is a dystopian vision where technology replaces teachers and young people are isolated, learning on screens, cramming for tests of knowledge and ultimately falling behind machines because they leave school unable to compete with highly intelligent machines and their ability to regurgitate knowledge far more accurately than humans ever could. At the same time, in that dystopian world, we would have all the problems of data privacy and privatisation that the noble Baroness, Lady Kidron, talked about.

The utopian vision is of technology as a co-pilot to teachers, keeping them informed about the differences in their class, the scaffolding gaps in the knowledge of their children and the skills that those children need as technology helps them to interpret how their children are doing. This vision includes the opportunity for flipped learning so that the instructional knowledge-based elements of the learning can be done at home using technology so that school is a human place of social interaction and group work with the application of knowledge in an exciting way that teachers at the moment are not equipped and trained to be able to do. With the application of technology, there is an opportunity to do that and to develop a more rounded curriculum powered by novel forms of assessment with portfolios as endpoint qualifications that can deliver higher education entrance in a way that is a transformation from where we are at the moment and, to my mind, hugely exciting.

Artificial intelligence represents an opportunity. There are opportunities for tools for workload and workflow and pedagogic tools around adaptive learning, formative assessment on the fly and being able to deliver project-based learning in a way that is currently practically really hard for teachers but could be made a lot easier, thereby engaging all learners with relevant knowledge and skills in a way that is currently inconceivable.

However, we have to be mindful of the risks. I am interested in data trusts for public services and in whether we can set up trusts in statute not only for the NHS but for education so that we can own and control the use of children’s data, navigate which commercial partners we might want to use and get some return on the AI that that data is being used to train so that we can use that to help to fund our education system if that intellectual property is then exploited overseas.

The Minister will not be surprised that I question why we are investing £2 million of public money in Oak National Academy without procurement for it to do AI development, rather than using the private sector and others or even going through any kind of procurement to see how we might do that. Generally, I would love to see Oak repurposed into a modern-day version of BECTA that could properly advise the system on the safety, efficacy and workload implications of technology and generate the best-value procurement possible.

Edtech is a great opportunity. The need for change is pressing. We should chase after the utopian vision, with technology for good being embedded in what we do our schools.