There has been a huge amount of interest in the potential uses of artificial intelligence (AI) in schools since the launch of ChatGPT in late 2022. Much of this has focussed on the claim that AI tools can be used to reduce workload.
The NEU wants to ensure that AI technology is developed and used in ways that involve educators and their unions. We want technology to increase professional autonomy, to improve teaching and learning, rather than lead to automation or cost-cutting. We also want to make sure that new technologies do not result in increased workload.
What is AI?
Usually, when AI is discussed, people are referring to forms of generative AI (GenAI). GenAI is a technology which generates content in response to written prompts. It can produce new content in various formats: texts, images, videos, music and software code. Tools such as ChatGPT, DALL-E, Claude and Google’s Gemini are all forms of GenAI.
The new content produced by these tools is not based on real understanding. It works in a similar, but much more advanced way, to predictive text.
Examples of where GenAI is being used in schools include creating lesson plans, presentations, differentiating texts and producing summaries of written work.
Using AI in practice
You or your colleagues may already use AI tools and will likely be familiar with the idea they can reduce time spent on tasks such as lesson planning. But there are also potential risks and limitations.
A key issue is the reliability of GenAI output. GenAI has an inbuilt tendency to invent factually inaccurate information in response to user prompts; instances of this are referred to as ‘hallucinations’. This means that AI-produced content needs to be checked for accuracy.
It is also important to think through how AI tools and systems work when they are used across a school or college. We know that staff are rarely properly consulted on new technology. We also know that quite often a new technology can increase or displace workload, involving staff in administrating the tech and shaping other work around it.
In addition, there are issues with infrastructure, availability of digital devices for staff and pupils, potential problems with connectivity, all of which can impact on how well digital tools function as well as their accessibility and reliability.
Bargaining approach and principles
How you approach bargaining over AI with your employer will depend on many factors, including members’ experiences and views of AI. The following sets out some key principles which can underpin your approach to bargaining over AI:
- AI must not be used to replace posts or change the structure of the workforce.
- Any efficiencies delivered though AI should not be used to save money or make cuts.
- AI should not undermine interaction with your pupils.
- AI or new technology should not be used to take away from existing PPA time.
- Ongoing evaluation and consultation should be built into use of a new AI tool.
- AI products should be safe and secure from a data protection point of view.
- AI should not be used for high-stakes punitive purposes including monitoring staff or pupils.
There are some wider questions to ask about any new AI tool or system, and how it can affect your work and teaching practice, which may prove useful in discussions with members:
- Could the AI system place more emphasis on particular ways of working, for example, producing lesson plans using PowerPoint presentations?
- Could it reinforce data-driven approaches and ranking of students?
- What pedagogical theories does it reflect or promote? How do they fit with your practice and approach?
- How will new AI products integrate with existing tech and software?
- Does the need to check AI outputs, including checking AI-produced feedback, potentially increase workload?
- In what ways could the use of AI change the way that you interact with your pupils? Might it lead to worse educator/student relationships?
Actions for reps
- Follow the bargaining cycle to determine member views on the introduction of AI technology, using the information on this page to shape the discussion.
- Where an employer or school is seeking to introduce AI technology, use our checklist (Appendix K) to ensure the approach is consistent with the NEU position.
