Trials of AI ‘tutoring tools’ are to begin later this year, with the government saying ‘up to 450,000’ children from disadvantaged backgrounds could benefit in the long term.
The government will be running a tender for industry to co-create AI tutoring tools with teachers, with the goal of bringing these tools to a similar level of quality as one to one tutoring. A summary of research evidence compiled by the Education Endowment Fund (EEF) suggested that one to one tuition can provide approximately five additional months’ progress on average. The aim is to be able to offer, at scale, personalised one to one support, adapted to individual pupils’ needs.
The creation of the tools will start from the summer term this year, with the tools to be available to schools by the end of 2027. Trials of the AI tutoring tools will begin later in the year with children in secondary schools across the country. The DfE says they will draw ‘on first-hand experience from teachers. Their expertise and feedback will ensure the tools are at their most effective, with evidence gathered from trials then informing their wider use.’ There will also be the development of what are described as ‘robust benchmarks’, to provide parents and teachers with confidence that AI tools used by pupils will be ‘high quality, reliable and….safe.’ According to the DfE, there will also be ‘clear, practical training’ for teachers and support staff.
Education secretary Bridget Phillipson, said: ‘Our mission is to break the link between background and destiny, and we’re working hand-in-hand with teachers to make that a reality. AI tutoring tools have the potential to transform access to tailored support for young people, taking tutoring from a privilege of the lucky few to every child who needs it – so all children can achieve and thrive. But AI tools are only helpful in education if they are safe and support learning – and that is a non-negotiable. We will ensure tutoring tools are designed with teachers and rigorously tested, so they enhance pupils’ learning and keep our children safe online, never replacing the human connection that only great teachers can provide.’
Technology secretary Liz Kendall, also commented: ‘Every child should have an equal shot at success, no matter their background – but in reality, too many disadvantaged children are falling behind their peers in school. We’re determined to close that gap. That’s why we are going to work with teachers and tech experts to make safe, smart AI tutoring tools available to schools by the end of 2027 – providing extra help for kids who couldn’t otherwise afford it.’
Responding to the plans, Sarah Hannafin, head of policy at school leaders’ union NAHT, said: ‘AI has real potential to help enhance teaching and learning, and it is understandable that the government is keen to explore the development of tools which have the potential to support disadvantaged children. It is positive that this initiative envisages teachers being involved in development of this technology, to ensure it can be used safely and appropriately, and important that the education secretary acknowledges that it should complement face to face interaction with children, not replace it. AI alone is unlikely to ever be an easy shortcut when it comes to tackling the worrying disadvantage gap we see in schools, which will need more funding and investment for staff and resources if they are to be able to offer the dedicated personal support we know can make such a difference.’
Daniel Kebede, general secretary of the National Education Union, said: ‘AI tutoring tools should exist to support, not replace, face-to-face teaching. Technology can support education when it is evidence based, safe and under professional control. However, the jury is still out on AI tutoring. The only peer reviewed study focuses on undergraduate students, and there is no research on long term impact. Evidence on wellbeing, bias, inappropriate content and pupil dependency is also scarce. Trials must therefore be independent, transparent and concerned with more than short term attainment. We are concerned that the government has committed to rolling out AI tutoring regardless of trial outcomes.’
Are you or your school using AI to support pupils’ learning – in the classroom, for preparation/marking, or in other ways? Would you be willing to share your experience as part of a future article in Greensheets? If so, please email greensheets@spikepublications.co.uk