In December last year, the Federal Government released a new national framework to help schools safely navigate rapid changes in Artificial Intelligence (AI).
In part, the move was in response to reports that generative AI tools not only had the potential to erode academic integrity, but pose severe risks to young people’s online safety.
A 2023 survey revealed that in the aftermath of the COVID-19 crisis, the professional development and learning habits of educators and professionals worldwide experienced a significant transformation, with about one-in-three respondents reported having undertaken fewer PD activities than usual compared to the year prior.
For most teachers and leaders who are snowed under with large workloads, getting the time to thoroughly research AI and its profound implications for education has been next to impossible.
On Friday 21 June, school leaders gathered at the Sydney Opera House where several prominent experts in the fields of education technology, psychology, and wellbeing shared key insights into how schools can leverage AI for positive change.
The School Leaders Meetup: Sydney, which explored the theme ‘Forging connections, driving innovation’, was organised and hosted by Toddle, the world’s first AI-powered teaching and learning platform.
Dr Kristy Goodwin, Author, Speaker, Coach and Consultant, and Luke Callier founder of Edleaders, delivered a compelling keynote on leveraging neuroscience to boost the performance and wellbeing of educators. Dr Goodwin emphasized aligning digital habits with our Human Operating System (HOS) to maximize efficiency without depleting energy.
Key insights included identifying personal ‘power zones’ to optimize performance; implementing brain-based habits for productivity and stress relief; utilizing AI and wearable tech to enhance overall wellbeing; and developing a personalised ‘Power-Up Plan’ for sustained success.
In another forward-thinking session, Brett Salakas, HP’s Education Ambassador, and Rob McTaggart, Director of Teaching & Learning at SLAM Education, explored practical ways to integrate AI into educational environments. This hands-on workshop equipped school leaders with tools and frameworks for data analysis, issue identification, and prioritizing wellbeing initiatives.
Participants learned to foster a culture of innovation within their schools; link AI-driven assessments to the broader wellbeing of educators; and tailor assessment templates to fit their specific school contexts.
Misbah Jafary, COO and Co-Founder of Toddle, and Nick Morgan, Toddle’s Regional Director, highlighted the transformative power of Learning Management Systems (LMS) in creating personalised learning experiences. They discussed how LMS can empower teachers with dynamic tools and integrate seamlessly into a school’s ecosystem.
This spotlight session revealed the pillars of purpose-built technology for education; how to tailor learning experiences to individual student needs; empowering teachers with interactive lesson tools; and fostering growth and success through integrated LMS.
Helping ‘digital natives’ use AI responsibly
A panel moderated by Yasmin London, Global Director of Digital Resilience, featuring Anthony England, Director of Innovative Technologies at Pymble Ladies’ College (PLC), Lubna Sayed, Principal of the Australian International Academy of Education, and Sue Floro, Head of Knox Grammar Preparatory School, delved into how AI is reshaping school cultures and pedagogical strategies.
The discussion focused on transitioning from the challenges of digital transformation to leveraging opportunities AI presents.
In an interview with The Educator after the School Leaders Meet Up, England said it is incumbent upon schools to focus on how they can help young people to be safe digital citizens amid rapid advances in AI.
Since 2020, PLC has had a ‘Digital Citizenship continuum’ that guides how teachers help students grow from Kindy up to year 12. England said this has been particularly effective in upskilling students in AI as this technology continues to evolve.
“The rise of AI with its deep-fake erosion of trust and truth puts a spotlight on the importance of these citizenship skills and knowledge,” England told The Educator.
“We’ve also started an AI Champions program with staff and currently have over 80 staff completing a 10-hour AI training program, so they have the experience and insight to better work with students on the opportunities and challenges of AI.”
England said another pillar of his approach as Director of Innovative Technologies is to strengthen students’ agency around AI and Digital Technologies.
“As part of this continuum, students develop their own voice as advocates for behaving wisely. They produce videos, posters and journals about navigating their online world,” he said.
“Students also presented to all staff on how they use technology including their thoughts on AI. We’ve also had a student AI meetup designed and delivered by our students.”
Belonging is another strong theme within PLC’s teaching and learning community, England noted.
“We’re a big school, and so how we group our students into small pastoral groups is really important,” he said. “We have K-12 house groups which creates opportunities for older students to model and support the younger students, but also have year based pastoral groups with a consistent teacher each year.”
England said this helps develop a strong group of around 20 students and a teacher to support them.
“I also love our residential program that happens in year 9 for 4 weeks – with no technology,” he said. “It’s worth a read of Jonathan Haidt’s ‘Anxious Generation’, which explores the important these sorts of experiences to grow the connections and character to better navigate their digital world.”
A purposeful approach to AI in the classroom
As AI continues to reshape school cultures and pedagogical strategies, Floro said her school is encouraging its teachers to experiment with AI tools, particularly those that will enhance the programs they are running with students and deepen their learning.
“We are using tools that cover most subject areas, and we’re seeing increasing engagement with our students,” Floro told The Educator. “More than that, though, AI tools are assisting us to target instruction and resources for students of all levels of ability.”
Floro said there is enormous potential in terms of productivity for the school’s teachers.
“Our aim is to use these tools to reduce the administrative load, and we are beginning to see the potential these tools have to give us significant time back for the most important job that teachers have – to teach,” she said.
“We really are at the starting blocks in terms of AI, and I have no doubt that it will change everything in terms of what we do and how we do it. It is already impacting programming, assessment, feedback and reporting and this will accelerate exponentially as the tools improve.”
Floro said her encouragement to school leaders is to be proactive with their ideas when it comes to leveraging AI.
“Just start – do something; try something,” she said. “Be open to ideas, but avoid the bright and shiny toy syndrome. Think creatively but evaluate critically. Ensure its use is purposeful and well considered, with specific outcomes in mind.”
Floro said educators and leaders must overcome the idea that adopting AI for various tasks means losing or abandoning certain skills.
“For every skill we stop needing, there are new skills we are gaining. Let’s focus on that!”