AI Insights Week #1

I’m Matthew Wemyss—a teacher, school leader, and father—doing my best to make sense of the ever-evolving world of AI in education. On one hand, I’m exploring how this technology can shape my students’ learning today. On the other, I’m thinking about the future my own children will inherit, where AI will likely play a leading role.

Last year, I started posting about these topics as Carousels on social media, but somewhere along the way, the numbering got away from me—so here we are with Newsletter #1.

This is my way of sharing what I’m learning, questioning, and—let’s be honest—sometimes just trying to keep up.

Students Using AI: Early Impressions from Year 9

This week, I kicked off a new AI-infused project with Year 9 students, and the first few days have been eye-opening. Students are setting their own goals, getting personalised rubrics, and following their own project paths with the help of an AI bot coach. It’s early days, but I’ve already noticed a few interesting things.

For some, using the AI bot felt totally natural—like they’ve been doing it forever. Others needed a bit of guidance, which makes sense since they’re used to asking a teacher directly. The freedom of the project sparked mixed reactions too: some loved the independence, while a few seemed nervous without constant teacher input. It’s definitely a shift for them—and for me!

Honestly, building up this lesson made me a bit nervous too. The idea of stepping back to be more of a coach and guide, rather than the usual ‘teacher’, felt nerve-wracking. But that’s fine. Taking risks should get the adrenaline up!

A couple of technical hiccups slowed us down (forgotten passwords, of course), but most students managed to set up their Canva or Mindjoy accounts without much trouble.

There’s a long way to go, and it’s clear that we can’t assume all students will know how to best interact with AI right from the start—that’s part of the learning this term.

I have been saying for a while, with generative AI and this new way of interacting with tech, "no one is a native in a new land". We’re all learning as we go, staff and students.

Should be an interesting journey ahead… more to come!

Embracing the Missteps

I often post about the practical ways we can use AI in the classroom, but, if I’m honest, I tend to highlight the more polished examples—the ones that worked smoothly. This week, however, I shared an example where things didn’t go quite to plan , and I think it's important to talk about why that’s just as valuable.

When using AI, not every chat or interaction goes perfectly, and that’s okay. In fact, I’d argue it’s critical that we show students (and other educators) that AI isn’t a magic solution.

Sometimes, conversations with an AI bot flow smoothly, and other times, they can feel a bit clunky. It’s a lot like talking to people—some interactions click, while others are awkward and you just want to move on (though with AI, at least starting over is a lot easier!). The key is recognising that it’s an ongoing process of trial and error, and learning how to adjust when things don’t work out as expected.

Now, while mistakes are part of the process, there are ways to reduce them. I’ve found that the more thought you put into how you guide the AI, the better the results. I don’t have a fancy acronym for prompting (yet!)...maybe I should work on that.

My generally 'rule of thumb' prompting guidance is:

??Role: What role should the AI take on?

??Aim: What exactly do you want it to do?

??Audience: Who is the output for?

??Context: What background does the AI need to know?

??Constraints: What limits or directions should it follow?

It’s simple, but focusing on these areas really helps.

Students Using AI to Support Their Learning and My Teaching

My Year 13 students have continued to use an AI chatbot called StudySesh (though the name is still up for debate!).

This week, we had an end-of-unit retrieval (informal low-stakes) assessment with my Year 13 students. After the 'assessment' they moved directly into StudySesh to address misconceptions right away. Instead of waiting for me to create additional resources, students were able to get their questions answered right away. Having this bot readily available allowed for immediate support, which is invaluable.

From reviewing the chats from the last two weeks through the Mindjoy teacher interface, I’ve noticed a common theme: they’re asking for more real-world examples—scenarios that make sense to them—and want certain concepts re-explained in ways that click. It’s clear they’re using AI to fill in the gaps and personalise their learning, which is great to see.

What’s been really helpful for me is that being able to check these chats has allowed me to adapt my own teaching. I can update my lessons to give them more of what they need, whether it’s extra examples or breaking down complex ideas further.

This is not only fantastic for digital safeguarding, allowing me to monitor interactions, but it’s also a great tool for my own CPD. It gives me real insight into where students are struggling and how they’re thinking, so I can adjust my teaching accordingly. I’ve never had this kind of behind-the-scenes look before.

A Practical AI Guide by a Teacher, for Teachers

Feeling a bit lost when it comes to AI? You’re not alone. AI in Education: An Educator’s Handbook I'm hoping will make things easier for you. Written by me, a teacher who understands the realities of the classroom, this guide offers practical, no-nonsense advice you can actually use.

No jargon, no tech-speak—just clear, actionable steps to help you implement AI in your school community.

Worried about data privacy or how to choose the right AI tools? It’s all covered, with tips on asking the right questions when talking with EdTech companies.

The guide will officially launch to the audience at the BRILLIANT festival, but you can get access by signing up here before 15th October.

Whether you’re curious about AI or already testing the waters, this guide should give you everything you need to start using AI in ways that actually work in the classroom.

UNESCO's new AI Competency Framework for Teachers is Out!

This week UNESCO released a new AI guide for educators. This framework is all about helping teachers use AI in the classroom, no matter how tech-savvy you are. It covers the basics, like what AI actually is, and digs into trickier topics like AI ethics.

The guide is set up in three levels (acquire, deepen and create), so you can start where you're comfortable and work your way up. It's not just about using AI tools, but understanding how to use them well and responsibly.

In response to my post, Donald Clark commented that the UNESCO AI guide is largely repetitive rhetoric, too abstract to have any real impact. He criticised the focus on ethics, noting that the framework is filled with theoretical discussions but lacks practical input from people with real experience in AI for education. He questioned the expectation that teachers should be experts in political and technical ethical issues, calling the guide more empty theory than useful practice.

I agree with his perspective—the guide definitely needs more practical examples to be truly helpful for schools and teachers. That said, I do appreciate the "acquire, deepen, and create" framework and the intention behind the document—it’s certainly sparked some important conversations! Like most things, we adapt and use the parts that resonate with us.

And I suppose that’s exactly why we’re here, sharing our experiences and ideas online. Together, we can tackle this from the ground up, building a movement that drives real, meaningful change.

Use the links below to explore my summary and the full framework:

Click here for a link to the summary guide

Click here for the full UNESCO Framework

AIDUCATION'25

Join us on 15th February 2025 at the Cambridge School of Bucharest for AIDUCATION'25, a event focused on practical applications of AI in education. This year we won’t just be talking about the future of AI in education—we’ll be rolling up our sleeves and diving into practical applications that you can implement in your school today.

We’ve assembled an incredible line-up of speakers, each of whom will bring a wealth of experience and fresh perspectives:

Dan Fitzpatrick – Best selling author of The AI Classroom and leading expert in AI-driven education. As a regular contributor to Forbes, he provides insightful commentary on educational transformation, reaching a broad audience of educators, parents, and entrepreneurs.

Philippa Wraithmell – Award-winning educator and author of The Digital Ecosystem, Philippa will lead workshops on digital strategy and safeguarding, helping schools navigate technology integration with confidence.

Ben Whitaker – Co-host of the Edufuturists podcast and EdTech consultant, Ben will run dynamic sessions on fostering creativity and problem-solving.

Al Kingsley – A recognised EdTech advisor, mentor, author, CEO of NetSupport and EdTech thought leader, Al will explore the transformative power of A.I.

Early bird tickets are on sale now —don’t miss out on this opportunity to learn from the best and prepare your school for the future!

A huge thanks to our event partners: NetSupport , sAInaptic , Ben Whitaker (IDEAS Guy), Inventor Club , British Romanian Chamber of Commerce and COBIS - Council of British International Schools .

If any companies, organisations, and individuals who share a passion for innovation and education. Let me know if you are interested in partnering with AIDUCATION'25. Reach out! I'd love to explore opportunities for collaboration.

Schooling is Necessary, but Schools are Not?

In a recent post , I shared the well-known Jeff Bezos quote: "I almost never get the question: 'What's not going to change in the next 10 years?'" It's a useful reminder that while we chase future innovations, we often overlook the constants. But Adebayo Alomaja ( BayoGPT ) ’s response took that a step further:

"Teaching is necessary, teachers are not," and "Schooling is necessary, but schools are not."

It’s a bold challenge to conventional thinking. The pandemic already showed us that education can move beyond physical schools and face-to-face teaching. So, are teachers and schools still indispensable, or are we moving towards a future where technology can take their place?

As AI rapidly transforms education, it’s easy to wonder if technology will eventually replace the traditional roles of teachers and schools. But I see a different future—one where AI enhances the experience rather than replaces it. That said, I believe we need to start building a clearer, shared vision for the future of education. Right now, the conversation around AI in education is fragmented, and without consensus, we risk missing opportunities to shape its role effectively.

That’s why I’m experimenting with new ways to be a ‘teacher’. It’s not about stepping aside but evolving alongside these tools to create richer, more meaningful learning experiences. As we look ahead, it’s clear that AI won’t eliminate the need for teachers or schools, but it will push us to think about how we deliver education in the most impactful way possible.

Ta-ra, duck!

I think on that note I will sign off for the week!

Have a great weekend everyone.

P.S. this is my first newsletter, so feedback is more than welcome!