177 - From the Classroom: Enhancing Learning with AI

John Dolman, a media studies teacher, describes how AI moved from a novelty to a core classroom tool. After experimenting with ChatGPT in 2022, he realized the platform could transform inspection reports and generate scarce exam resources in seconds. This efficiency sparked a broader adoption of large‑language models for lesson planning, question banks, and content adaptation. By embedding cognitive‑load theory and Rosenshine principles into prompts, Dolman now treats AI as a collaborative partner that challenges lesson flow and pushes his pedagogical thinking, rather than merely a shortcut.

Students mirror this trend, with recent Oxford research showing roughly 96 % have used AI for assignments, and Dolman's own surveys reporting two‑thirds completing whole tasks via chatbots. While some learners employ AI as a Socratic tutor to test ideas, many still offload cognitive work, risking shallow understanding. Dolman likens responsible AI use to a smartwatch that provides metrics: helpful when it guides improvement, detrimental when it does the work entirely. He stresses AI literacy, data‑privacy awareness, and explicit discussions about deep‑fakes and plagiarism to prevent misuse while preserving the tool’s educational potential.

Because AI is no longer a peripheral gadget, schools must treat it as a system‑wide shift. Dolman's multi‑academy trust has secured executive backing, rolling out AI‑literacy workshops for post‑16 students and embedding ethical guidelines across fourteen campuses. Nationally, UK government frameworks address safety standards, yet implementation varies widely. The consensus is clear: without coordinated policy, professional development, and transparent data practices, cognitive offloading will erode critical thinking. Embracing AI as a thinking partner, while teaching students to interrogate outputs, offers a path to richer learning experiences and prepares graduates for an AI‑augmented workplace.