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Artificial intelligence is reshaping education, but are school leaders ready to guide this transformation? Veteran educator Ann Palmer, with over 35 years of leadership experience, shares her journey from headteacher to AI advocate, revealing a striking contrast between the UK's cautious approach and the Middle East's enthusiastic embrace of educational technology.
After recognising how time-strapped administrators struggle with strategic tech integration, Palmer wrote her book on AI leadership and uncovers a surprising trend of "covert AI use" amongst UK school leaders who quietly experiment with AI tools but hesitate to discuss them openly due to lingering "cheating" associations.
Palmer's vision for AI in schools extends far beyond typical cheating concerns, encompassing reduced administrative burdens, personalised professional development, efficient data analysis, and cross-curricular integration. What makes this conversation particularly valuable is her balanced perspective - whilst enthusiastic about AI's potential, she remains steadfast that emotional intelligence, problem-solving, and human connection must stay central to education.
"We are leaders, so we lead the developments. We don't let AI lead us," she asserts, offering a framework for thoughtful implementation that keeps humanity at the forefront whilst leveraging technology for more equitable, personalised learning.
Leading with AI - Order Now @ https://amzn.eu/d/2kLEFLS
BIO: Ann Palmer has over 35 years of experience working in education, with schools and universities. She has partnered with schools and other organisations across the UK and internationally and is the founder of the RACE Charter Mark which is an award recognising effective race equality strategies. She has supported sectors outside of education with setting up similar accreditations.
Ann has been a facilitator on a number of professional programmes, is a public speaker and is highly acclaimed in the field of DEI, leadership and Artificial Intelligence. She is a Generative AI Training Advisory Board member in the UK. Ann is a qualified Executive Coach and Team Coach, coaching CEOs and other senior personnel and teams internationally. She is described as "a leader who leads with flair and vision" and is described as "inspirational".
As an entrepreneur, Ann currently holds roles across a number of businesses, including Race Excellence which is a consulting business offering high quality and personalised diversity training and accreditation for corporations and businesses. She is a Founding Fellow with the Chartered
Teach Middle East Magazine is the premier platform for educators and the entire education sector in the Middle East and beyond. Our vision is to equip educators with the materials and tools they need, to function optimally in and out of the classroom. We provide a space for educators to connect and find inspiration, resources, and forums to enhance their teaching techniques, methodologies, and personal development. We connect education suppliers and service providers to the people who make the buying decisions in schools.
Visit our website https://linktr.ee/teachmiddleeast.
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going to be talking aboutleading schools in the age of AI
, and there is no better personto talk about it, because she
(00:42):
literally wrote the book aboutit.
So it is my pleasure to welcomeAnne Palmer to the podcast,
anne welcome.
Speaker 3 (00:49):
Oh, welcome, leisha.
Thank you so much for invitingme into your space.
I've listened to some of yourprevious podcasts and you know
this is going to be some journeythis morning.
Ah, thank you.
Speaker 2 (01:03):
So what I always like
to do is I like to get the
audience to know who I'm talkingto, so that they feel
comfortable, that I've chosengreat people, that I think they
might trust me by now.
Geez, if you don't trust me bynow, people, or if this is your
first time listening, trust me,I know what I'm doing.
Anne is a real talent and aveteran in the education space.
(01:26):
She's done loads of stuff, butI won't tell you what she's done
.
Why don't I ask her to tell usa little bit about her career,
where it started and how sheended up, where she is now
writing a book about leadingwith AI?
Speaker 3 (01:42):
I know that we're
going to be time limited on this
podcast, so I'm just going togive you a very succinct version
.
My whole being really has beenabout leadership and education.
I've been in education for over35 years now, very grounded in
the practical aspects but alsothe strategic aspects.
(02:02):
Throughout my career Iprogressed.
I did four headships in total,both at primary school level and
at secondary school level.
I've always had an interest ininternational education, doing
things like the Erasmus projects, visiting schools abroad,
looking at their systems,working with universities abroad
(02:23):
.
So my perspective really hasled me into three areas of work,
which include leadership,diversity and inclusion, and
artificial intelligence.
I'm also a trust board member.
I'm a school governor, I'm alsoa trustee with a charity Lots
of other titles come with beingin this space, and that includes
(02:46):
being a fellow with theChartered College of Teaching
one of the founding fellows,actually and I tend to do a lot
of my work around executivecoaching.
We work with internationalleaders, coach international
leaders and principals and execs.
In the UK I run a nationalaward for anti-racism with many,
(03:10):
many schools that partake ofthat work, do some keynote
speaking every now and then.
My drivers at the moment reallyare that.
I often joke with people that Icould really be sitting on a
beach maybe drinking a pinacolada or two at the moment.
But, you know, when you thinkabout our mission is, with young
(03:30):
people coming through, we haveto have the eye on the space
that we were born educators, wewill always be educators and
it's really about leaving alegacy where we have impacted on
people's lives.
I was really pleased, finally,that you know, in 2022, my work
(03:52):
was recognised by Her Majestythe Queen in terms of the impact
that it's having.
But no, two days are the same.
We are still having impact andI'm just really pleased to be
involved in the work that you'redoing to promote AI, which will
be really core and fundamentalin the future of our young
(04:13):
people.
Speaker 2 (04:14):
Take me back to your
headship, your last headship.
What were some of yourhighlights during that role,
like things that you rememberand smile about.
Speaker 3 (04:25):
You know, the thing
that keeps you getting up in the
morning with headship isactually focusing on the
children.
And I came into a reallydifficult school.
I'd been told that it had sevenheadteachers in quick
succession.
But you know, I'm fundamentallya South Londoner.
Something like that for me is areal leadership challenge.
So, you know, we did turnaround the school.
(04:49):
We were able to increase thenumbers.
What was you know?
Things that kind of stand outto me is really, yes, what the
staff say, what the students say, but when you get messages back
from the local community sayingthat school has really changed
and then you invite you know itwas a secondary school you then
invite primary heads, in whichwe did regularly and they were
(05:11):
able to see how their studentshad come to us and were
progressing in a really, reallystrong way.
So, yeah, I think, working inreally challenging circumstances
and seeing the impact that youcan have on children, all
children, but particularly thosethat perhaps come from a
(05:32):
disadvantaged background.
Speaker 2 (05:34):
Yeah, South London is
an interesting place.
How has it changed over theyears?
I mean, you haven't been inheadship for a few years now.
How have you seen the changesin recent years?
What's been?
You haven't been in headshipfor a few years now.
How have you seen the changesin recent years?
What's been happening?
Because I'm out of touch a bit.
Speaker 3 (05:50):
Well, you know, I can
look right across the spectrum
from what we would maybe callthe good old days to right
through to now, and there aresignificant differences.
I don't think we do enough ofguiding our young people into
the profession and I will alwayscall it the profession Mental
health, workload, just generalwell-being.
(06:15):
Expectations are always high.
We always, as school leaders,set expectations, but there
always seems to be another layeron top of that which sort of
sees us with suspicion to youknow, maybe perhaps of not
working hard enough or notthinking big enough.
(06:36):
I think headteachers and schoolleaders are under a lot of
stress.
I think the other thing is thecollaborative aspect of the work
, in that it's harder these daysto collaborate and find the
best practice because schoolswork in silos, they work in what
we call multi-academy trusts,so you know what's happening
(06:59):
within your trust, whereas inthe past you could have worked
up and down the country andinternationally to really look
at best practice and share bestpractice.
Because you know the childrenthat may may be educated in
london are not going to be thatdifferent to children that are
educated in manchester and if welook at them as global citizens
(07:21):
, there's no reason why schoolleaders should not be
collaborating up and down thecountry and forming real,
genuine and impactfulpartnerships.
Speaker 2 (07:33):
That's interesting
because somehow I thought
collaboration across schoolswould have increased, but
instead you're saying to me thatcurrently it's decreasing
because of the proliferation ofmulti-academy trusts.
Why do you think that is?
Speaker 3 (07:52):
I think that you know
the model, the model I believe
is right, where schools, withinperhaps a trust, support each
other to school peer support, um, but that just assumed that the
best practice exists withinthose five schools, those 10
(08:13):
schools, those 60 schools.
Whereas, uh, when you, you knowI think it was david hopkins
that say so said thatinternational leaders or strong
leaders scan the globalenvironment.
They look outwards, they faceoutwards, whereas the model that
we have promoted for a periodof time now is quite inward
(08:36):
looking, you know, inwardlooking, and then you grab
something from the outside butyou only use it for yourself as
opposed to seeing it as beingpart of a community.
And you know, it has felt likesociety has become really small
mini communities that try toserve themselves.
Speaker 2 (09:01):
I agree.
I know the podcast isn't aboutthis, but I'm agreeing with you
in that society does start nowto feel a little bit more
cliquish.
You know it's a them and us.
We don't want anyone to come in, we want to shut our borders,
we want to shut our doors, we nolonger want to share.
You know, I know there's abalance.
(09:21):
You can't let everyone in, butletting no one in or sharing
with no one doesn't benefitanyone at all.
Let's shift gears, anne.
Let's shift gears.
You wrote the book why AI?
What's going on?
I mean, you really did make anice segue into AI, but from a
(09:42):
nice perspective, because you'retalking about it from a
leadership perspective.
Speaker 3 (09:49):
Why.
And what really floated to thetop of my thinking is that the
analogy is is I don't see myselfas being a snorkeler, I see
myself as being a deep sea diver.
So if I'm going to do something, I'm going to do it well, I'm
(10:22):
going to immerse myself in itand I'm going to look at all
aspects, all corners, of thatparticular thing that I'm
focused on.
And this is what happened withartificial intelligence, because
you know, leaders and seniorleaders, execs and so forth have
very little time.
They have very little time tostop, to pause, to evaluate, to
really do that bigger strategicthinking.
And we know AI is on thehorizon, we know it's here.
(10:44):
It's not just on the horizon,it's here.
And we know that globalcompanies or institutions are
doing some really great thingsaround the world, but I just
didn't see that happening in theUK.
We do have a fairly archaicsystem, but one that is leading,
(11:04):
hopefully now, through to moreinnovation.
So I just wanted to be thatperson that took some of the
strain, some of the stress, someof the strategic thinking off
of our leaders to say, look,there's only so much that you
can do.
Let me use my 30 odd years ofexperience as a board member, as
(11:28):
an educationalist, as a learner, as a strategic thinker.
Let me pull it all together inone area.
And the other thing, of course,is that when people think about
AI and I'm sure that you foundthis, lisa is that they're
either scared of it and they sayI'm not going anywhere near it,
or they say I just don't havethe time.
(11:50):
So that fear of AI, it's got tobe founded, or unfounded, got
to be founded somewhere.
So I really wanted to take thepressure off of people so that,
if they are fearful, we're goingto come out with some home
truth where they can say well,you know, it's not as bad as I
thought it was.
And again, you put thatlearning ear on it, so that they
(12:13):
can apply it to their dailypractice, but also to the vision
of their schools and the visionof their organisation.
Speaker 2 (12:23):
It's interesting,
though, because a lot of the
talk that we hear about AI is OK, the students are going to use
it to cheat, or how do we getthe students to use it properly?
How do we get the teachers touse it properly?
But the fact is, for it toreally take root, we have to get
the leaders to use it properly.
(12:44):
Whether or not that we have toincrease their understanding of
AI, how it works, and then alsohow they can implement it in
their role in different areas.
Not sure how much is happeningaround training school leaders
to use AI, but how should schoolleaders integrate AI without
(13:04):
losing the essential humanskills, if you like, or even use
AI to enhance those humanskills?
Speaker 3 (13:12):
Yeah, you know, we
can never take AI for granted.
We can never assume that theyoung people should experience
our version of schooling, andthat's the real, fundamental
mistake that we just haven'tbeen able to shift.
This is how it happened in myera and this is how it's going
(13:34):
to continue to happen.
We've got to shake that off anddo something a little bit
differently, because actually,we want to make life easier for
our young people as they growinto adulthood.
So I think that school leadershave to think of AI as being
essential with a human touch,and what I mean by that is that
(13:57):
you prioritize relationships.
Think about workload issues,workload work-life balance.
We know that AI can automatetasks.
So, if we look at it throughthe staff lens, what can I move
to the side to enable my staffto have a better work-life
balance?
I think that's the startingpoint.
(14:26):
I think the other thing is thatwe know that we can look at AI
through a human design, so it'sdesigned to enhance, not to
replace humans, and I thinkthat's an essential thing that
we need to think about.
If we think of it as a tool, itis there not to replace humans,
but to enhance what we aredoing.
I think, also the fact that wetalk about ethics.
(14:49):
We always talk about ethicswith AI, and what we need to do
is embed our ethical reflectioninto our work.
So the more time that we discussAI, the more time that we can
start to raise how is itimpacting on relationships, how
is it impacting on trust, how isit impacting on wellbeing?
(15:12):
Because what we feed into thesystem will be what we get out
of the system.
So we don't want a system builtthat is not focused on staff,
that is not focused onvulnerable students.
And the last thing that I wouldsay is that emotional
intelligence cannot be capturedin AI yet.
So we have got to champion thatemotional intelligence, ensure
(15:37):
that leadership, teaching,pastoral care and all those
other things become that livedexperience that we can bring
into the dialogue.
Without that human voice, Idon't think that AI would head
in the right direction.
Speaker 2 (15:56):
Interesting.
Have you met any school leadersthat are using ai?
I?
Speaker 3 (16:03):
think what I've met
are those that are thinking
about their ed tech strategy.
I've met those that are movingfrom tech company to tech
company and taking bits andpieces that's how I would phrase
it.
That might be useful for myschool.
(16:26):
Let's buy it and see how we geton.
That might be useful for myschool.
So I'm seeing people what I say.
Rather than stepping back andstrategically thinking about
what are the real needs of theirestablishment, they're taking
bits of tech that they thinkwill work and then they're just
(16:46):
throwing that into their school.
And obviously there's masses ofimplications.
There's implications aroundstaff understanding, staff
training, the impact on thestudents, parents fundamentally
you, you know, in the educationof parents.
So I mean, I know that I'm nothere particularly to give advice
, but that whole thing is, ifyou think about school
(17:08):
improvement, we think about itvery carefully and we we stage
it and we involve staff and wetalk to our students in the same
way that we are implementing AI.
That's essentially what we needto do.
Don't run before we can walk,but make sure that you are
implementing and thinking aboutthings strategically.
Speaker 2 (17:32):
So, apart from them
buying bits of tech and putting
it in their schools in theirrole as leader, do you see, and
have you seen any examples ofthem using it within their role?
So not for the school per se,not handing it to maybe the
teachers, et cetera, but themthemselves using it within their
(17:56):
own role?
Speaker 3 (17:58):
it within their own
role.
I think that and this mightsound strange to say, but I'm
going to say it there's thisvery covert AI use.
Sometimes people don't want totalk about it because anything
associated with that is classedas cheating.
You know, they've not had thediscussion, they've not had the
discussion, they've not had thediscussion.
(18:19):
They're not going to say I usechat GPT because they associate
that with cheating.
But when I speak to leaders,they might throw it in a
conversation, but they don'tthrow it in as a strength.
They throw it in and then theymaybe giggle after or laugh
afterwards as if people don'tknow that I'm using it and we
(18:40):
can't go on like that, really,you know.
So, I think those that areusing it and I've got people in
my mind to give us examples butpeople have come back to me and
said Anne, you introduced me tothis little piece of software or
this, whatever.
It's life-changing.
Whereas I used to spend a wholemorning focused on x, it's now
(19:04):
taking me 30 minutes and then Ican polish things up.
So I think number one is uh,leaders are using it.
Um, some, not a lot, and I thinkthere was a percentage in the,
in the, in the one of theeducational papers about the
percentage that are embracing it.
But where they are using it,they are becoming stronger in
(19:27):
themselves, but not necessarily.
What do we say putting down theladder for others to climb up
it and use AI in the same way.
So one of the things I'll saythat briefly that we are
planning for the autumn term isto offer some hands-on free
workshops for teachers.
Doesn't matter what level ofproficiency you are, but come in
(19:49):
and try.
You know, don't be scared,you're not cheating, it isn't an
exam.
It's a way of lessening yourworkload and getting you to
understand that Put yourself inthe child's mind, in the young
person's mind, the kind of worldthat they're growing up in.
Speaker 2 (20:05):
Yeah, it's
interesting that you're saying
that people are using itcovertly, because the mindset
here in the Middle East is quitedifferent.
People are embracing AI openlya lot more.
I think gone are the days whenpeople would be hiding their AI
(20:26):
use.
People are using it openly andpeople are experimenting with
things.
I call them the AI tinkerers.
We had a conference in Aprilwhere we had a couple of hundred
close to 300 tinkerers.
People are just coming togetherfrom schools, heads of
innovation, heads of tech, etcetera, and they're just talking
(20:49):
openly.
Oh, this is what we're trying,this is what's failing, this is
what we're doing.
We're hoping to do it againnext year in April.
And what I find as well is thatthere are ways that people are
using it that others haven'tthought about, and it's only
when we share that people go oh,we could do that with it or we
(21:11):
can do this with it.
It's that tinkering, becauseit's new, we don't know
everything that we need to knowabout it just yet, because, also
, it's changing so rapidly allthe time that when you think
about, okay, I know this,something else comes up.
You know, you don't know aboutit.
What are some things thatpeople?
(21:33):
I mean, you've written the book.
But but let's say, you'retalking to leaders, um, and
they're willing to try things.
What are some things that theycould do with it that will help
with their workload?
Speaker 3 (21:47):
when you talk about
this embracing of ai, I get a
kind of fred astaire tap dancingmoment because I think, yeah, I
want to be there, I want to seeit, I get it and I want you
know, because I am very muchcommitted to the education
system in the UK and it'sinteresting because they are
(22:11):
having a global AI conferencenext year, or they are hosting a
global AI conference next yearor they are hosting a global AI
conference next year, which Ithink is incredibly interesting.
But what can they do with it?
Okay, they can certainly lessenadministrative tasks.
They can certainly start toconsider how AI is being used
(22:32):
for the exam sector, for takingtests, for the market of tests.
They can certainly be lookingat how to quickly identify areas
of development in students'work, particularly around exam
papers and things like that.
Ai can do that a lot morequickly than adults can.
(22:52):
They can be looking into theirstaffing and personalizing cpd,
for example.
At the moment we have themodels where everybody comes
together.
The day is filled with the sametheme.
It doesn't matter what level ofproficiency you're at,
everybody does the same thing.
Cpd will become a lot morepersonalized.
(23:14):
They can be thinking about whatdoes ai mean or look like in
the curriculum, uh, the, theold-fashioned let me use that
word version is that it sat onits side.
You know the, the it teachersare in that room.
But actually we moved closer to, and need to move even closer,
(23:34):
with the fact that AI should bein every single lesson, and that
then moves you to think well,if we are studying in this way,
what kinds of professions areour children going to be going
into, and how can we preparethem for that?
Because we can't be preparingthem in the same way that we did
(23:55):
, when actually some of the jobsthat we looked up to may no
longer exist in the form that wehave it.
I think also that school leaderscan be working more intensively
with parents, coincidentallywith parents, and it's a big one
(24:18):
, isn't it?
Because we open out our schoolsand become social services and
all kinds of things.
But that partnership we saythere are three in the
partnership isn't there.
There's the child, the parentand the school.
So if the parents are in there,we have a responsibility to be
training parents around, uh, the, safeguarding the ethical
(24:39):
aspects of ai, the, the, the,the pitfalls that the young
people can fall into if they areskimming the social media, uh,
platforms, all of those things.
You, um, we.
We used to do that whensafeguarding big safeguarding
became the big thing.
We used to train our parents onwhat to look for on phones, on
(25:01):
tablets and things like that.
Again, with ai, I think we'restepping it up, but the speed of
which is happening.
We just need to do it morequickly.
And I think the other the last.
I mean, there's loads thatschools can do, but the last
thing I would mention is that ifyou're going to leadership down
, as I would say, you need toleadership up.
(25:23):
So what do your board ofgovernors know?
What do your trustees know?
They can't.
You know they are in overallcharge of the vision and
direction of the school, but ifyou fail to add them into that
professional development model,then you're capping the
(25:45):
potential of where your schoolcould go.
And sorry, just one more thinglet's link to some really good
companies that are doing thingsfor the right reason.
They are out there and they cansupport schools with opening up
their vision around AI.
Speaker 2 (26:02):
It's interesting
because, as someone who has
studied the area the way youhave, what do you think are
going to be some of the barriersfor adoption, like what's going
to be some of the barriers foradoption, like what's going to
stop all schools from adoptingai, and and what should they be
aware of?
Like what, some of the pitfallsas well?
Speaker 3 (26:24):
some of the pitfalls.
Um, one that leaders wouldprobably home in on first is
funding.
Funding is quite restricted orfeels quite restricted in UK
budgets, but I know that's not aglobal effect, but in the UK
(26:47):
particularly, leaders will saywell, we want to, but we don't
have the money.
But what we need to understandis there's a replacement factor,
isn't there?
You're spending, say, 20k,20,000, on something when
actually, when you pull AI in,it might cost you 5,000 to do
something in a slightlydifferent way.
(27:07):
So funding and the sort ofpushing through funding into
schools because we're that willalways be something that people
talk about.
I think another barrier iswhere do you start the training?
And that's the big one, isn'tit?
If you don't put it as apriority and when I spoke to
(27:29):
some people earlier in the yearI said look, schools are already
putting in place two-yearbudgets, three-year budgets, and
I am assured that AI will notnecessarily feature in those
budgets so again, they'realready setting themselves up to
be three years behind becausethey've not really thought about
putting in an investment ofsome description to to cater for
(27:51):
that.
Um, people will also find thattheir own fears become the
barrier to what their schoolwill do, because unless you
venture into this area and youclearly have I clearly have, and
we know people that know but ifyou think about the average
(28:13):
leader and I don't mean averageby average, but you know your
normal leader where, how arethey going to find the real
experts?
And what I'm really pleasedabout is that I was drafted in
to work on the AI working partywith the Chartered College of
Teaching, chiltern and the DfE,so we've put modules out there
(28:37):
to start that training piece,and that means even heads need
to train.
Even the heads need to train.
So provide spaces, providevulnerable spaces where even
heads and execs and CEOs can saylook, I'm going to throw my
hands up and say I can't show myvulnerability in front of my
(28:58):
200, 300 staff, but what I cando in this space is have the
ability to ask the questionsthat I need to ask.
I think the other thing, ofcourse, is that the fear of AI
running away and leading theagenda.
So what we're going to do,we're just going to ignore it.
As I said at the very beginning,we are leaders, so we lead the
(29:21):
developments.
We don't let AI lead us, andheads really need to have an
understanding of that I wasspeaking to a local authority
the other day where the schoolsare working in clusters and they
have essentially put AI intothose clusters and then they are
talking to each other aboutwhat they're learning.
(29:43):
That is just fabulous.
That is another tap dancingmoment for me.
So the barriers, funding,training conversations, being
vulnerable, knowing what kitneeds to be in place, I think
those would be the main things.
Speaker 2 (30:01):
It's interesting that
you talk about the fact that
some people are so afraid thatthey just ignore it, but I don't
think AI or anything to do withimplementing AI can be ignored,
given the fact that industry isso far ahead ahead that if
we're preparing students to goout in the world of work and
(30:24):
industry, then we're reallydoing them a disservice because
they're going to be prepared forsomething that doesn't exist
anymore.
And I think also, parents andthe students themselves are now
becoming even more aware of thedisconnect between school and
real life the real life as inwork.
(30:46):
So let me ask you this finalquestion, because I think when
we talk to leaders here in theMiddle East about AI, they're a
lot more enthusiastic, I wouldsay.
I think from our conversation Ican see that there is a
disparity between what's takingplace in the UK and what's
(31:08):
happening here, especially in acountry like the UAE, where the
government has fully embraced AIand are even looking at putting
it in the curriculum from earlyyears, all the way up.
So what would be the ideal foryou in the UK, because I think I
can see the divide.
What would you consider to bethe ideal?
(31:31):
That's my last question.
What would you want to seehappen?
Speaker 3 (31:36):
So the fact that a
global conference is taking
place next year fills me with agreat amount of joy, but in 12
months, there's so much that wecould be doing, so much that we
can be thinking about andimplementing.
My ideal would be that AI isintegrated in all aspects of the
curriculum.
In order to do that, there areclear implications around staff
(31:59):
training and, as I've alreadysaid, that as people implement,
they are ensuring that theethical aspects of the work are
being considered, because we aimthat no child should fall
behind and in current models, aican assist in a variety of ways
(32:19):
special needs, gifted andtalented and so forth so we
should use that energy and thatmission to make sure no child
falls behind.
What does that mean?
In my school and around myimplementation, we've also got
to understand that AI is not areplacement Things that are
still going to be needed, thosehuman things around problem
(32:42):
solving and teamwork andcommunication.
Much of what we see in the worldthat is going wrong is not
about AI.
It's about human interactionand emotional intelligence.
So in whichever way we embracethis, I would like to see the
fact that we do keep humanity atthe forefront of the discussion
(33:04):
.
We've got to make the linkswith the right organisations to
provide training, but also toprovide hands-on experiences of
what it really looks like codingclubs, designing, thinking
(33:24):
through robotics.
Lots of work taking place,exciting work in the uae, in
china, and so forth.
How do we ensure that that is uhpossible with the children that
we, we all work with?
And, I think, underpinning itall, what I really want to see
is that there's a possibilityhere that we can remove any sort
of equity disparities, andunless all people of all
(33:50):
description engage with the AIdevelopments and improvement and
innovation, then it's going tobe a very skewed perspective on
what AI looks like as it'simplemented.
So, ensuring that all peoplestand up to the challenge and
(34:10):
say no.
I'm really going to learn moreabout this, because we've got no
choice.
It's moving, it's happening andeverybody just needs to get
onto the same page.
Speaker 2 (34:24):
Brilliant.
Thank you, Anne.
That's a great place to end thepodcast.
Speaker 3 (34:28):
Thank you very much
indeed.
Speaker 1 (34:30):
Thank you for
listening to the Teach Middle
East podcast.
Visit our websiteteachmiddleeastcom and follow us
on social media.
The links are in the show notes.