Lyndsay Grant
@lyndsayg.bsky.social
Lecturer in Education and Digital Technologies, School of Education, University of Bristol https://t.co/QnySq9lAPt
Reposted by Lyndsay Grant
We hear a lot about AI in education in the US on here, so can I just tell you about how it's working out in the schools sector in England? It's interesting! It's about data consultants, private education outfits and think tanks. Slow thread...
October 31, 2025 at 10:44 PM
We hear a lot about AI in education in the US on here, so can I just tell you about how it's working out in the schools sector in England? It's interesting! It's about data consultants, private education outfits and think tanks. Slow thread...
Reposted by Lyndsay Grant
Public education itself is a more wildly ambitious innovation than anything the tech industry has ever, or could ever, offer. Working to fulfill the promise of that innovation can help us be clear-eyed about what a volatile, diminished substitute Alpha School and its ilk are peddling.
October 30, 2025 at 2:42 PM
Public education itself is a more wildly ambitious innovation than anything the tech industry has ever, or could ever, offer. Working to fulfill the promise of that innovation can help us be clear-eyed about what a volatile, diminished substitute Alpha School and its ilk are peddling.
Can anyone recommend an blog, newsletter or open access article on critical AI literacy? Even better if it critiques the promotion of AI literacy as a way to avoid AI risks and harms!
October 27, 2025 at 11:13 AM
Can anyone recommend an blog, newsletter or open access article on critical AI literacy? Even better if it critiques the promotion of AI literacy as a way to avoid AI risks and harms!
Reposted by Lyndsay Grant
It’s like the people pushing AI don’t know or care how humans work. We relate through shared effort and shared struggle. Teachers want to be understood, students want to understand. Each learns from and instructs the other. That IS the relationship.
October 8, 2025 at 6:59 PM
It’s like the people pushing AI don’t know or care how humans work. We relate through shared effort and shared struggle. Teachers want to be understood, students want to understand. Each learns from and instructs the other. That IS the relationship.
Reposted by Lyndsay Grant
Is AI helping or harming your work?
From classroom tools to performance monitoring, over 1,700 UCU members shared how AI is creeping into every corner of post-16 education.
Read the full report on how AI is already impacting members’ working lives: tr.ee/rldkpe
From classroom tools to performance monitoring, over 1,700 UCU members shared how AI is creeping into every corner of post-16 education.
Read the full report on how AI is already impacting members’ working lives: tr.ee/rldkpe
July 21, 2025 at 11:54 AM
Is AI helping or harming your work?
From classroom tools to performance monitoring, over 1,700 UCU members shared how AI is creeping into every corner of post-16 education.
Read the full report on how AI is already impacting members’ working lives: tr.ee/rldkpe
From classroom tools to performance monitoring, over 1,700 UCU members shared how AI is creeping into every corner of post-16 education.
Read the full report on how AI is already impacting members’ working lives: tr.ee/rldkpe
Reposted by Lyndsay Grant
There's multiple AI/automation discussions around UK public sector where you can see this simplistic multiplication of "potential savings for a human tasks" by "number of tasks" going on
Kinda fine if it's just for PR, but if ppl are building it into business cases then could easily damage services
Kinda fine if it's just for PR, but if ppl are building it into business cases then could easily damage services
July 3, 2025 at 7:55 AM
There's multiple AI/automation discussions around UK public sector where you can see this simplistic multiplication of "potential savings for a human tasks" by "number of tasks" going on
Kinda fine if it's just for PR, but if ppl are building it into business cases then could easily damage services
Kinda fine if it's just for PR, but if ppl are building it into business cases then could easily damage services
Just heard from a teacher, because AI can speed up report writing, they are now given less time to do it, and expected to do more. Claims that AI will solve teacher workload crisis needs to look at how automated productivity has played out for workers in the past #luddite #praxis
July 2, 2025 at 10:46 AM
Another uninvited and unwelcome AI intrusion that actively subtracts rather than adds value. Nobody asked for or needs this! Who benefits from this?
July 1, 2025 at 8:12 AM
Another uninvited and unwelcome AI intrusion that actively subtracts rather than adds value. Nobody asked for or needs this! Who benefits from this?
How are we supposed to continue encouraging deep reading, when our library's ProQuest Ebook Central has a 'Research Assistant' AI summary of the book chapter popping up at every moment like an unwelcome and uninvited guest.
June 30, 2025 at 10:56 AM
How are we supposed to continue encouraging deep reading, when our library's ProQuest Ebook Central has a 'Research Assistant' AI summary of the book chapter popping up at every moment like an unwelcome and uninvited guest.
Reposted by Lyndsay Grant
We are looking for a Postdoctoral Researcher to contribute to our work on how we can evaluate whether digital technologies have good societal outcomes - the Digital Good Index.
We set out some ideas about how the DGI might take shape on our website: digitalgood.net/dg-research/...
We set out some ideas about how the DGI might take shape on our website: digitalgood.net/dg-research/...
June 26, 2025 at 10:30 AM
We are looking for a Postdoctoral Researcher to contribute to our work on how we can evaluate whether digital technologies have good societal outcomes - the Digital Good Index.
We set out some ideas about how the DGI might take shape on our website: digitalgood.net/dg-research/...
We set out some ideas about how the DGI might take shape on our website: digitalgood.net/dg-research/...
The new DfE guidance for teachers stresses that *you* (the teacher) are at all times wholly 'responsible for both the input and output of AI tools'. Who's responsible for the bit in the middle?!
June 16, 2025 at 4:39 PM
The new DfE guidance for teachers stresses that *you* (the teacher) are at all times wholly 'responsible for both the input and output of AI tools'. Who's responsible for the bit in the middle?!
Reposted by Lyndsay Grant
Among the many horrific things I have heard recently - I just discovered that Oak National has an AI lesson planning tool. But my absolute favourite bits are that a) it gets stuff wrong b) it suggests hilariously bad tasks and c) it's literally no help unless you already know the history
June 13, 2025 at 9:13 PM
Among the many horrific things I have heard recently - I just discovered that Oak National has an AI lesson planning tool. But my absolute favourite bits are that a) it gets stuff wrong b) it suggests hilariously bad tasks and c) it's literally no help unless you already know the history
AI as a teacher time saver is largely a mirage once you add all the additional work accompanying it
Whether this AI guidance will be good for schools is debatable - what is not is that points 5 - 9 are massive asks of schools: teach AI literacy, address bias and hallucinations, ensure transparency, protect IP, privacy and safety, and train teachers on emerging risks. That'll fill the time saved.
Schools could use AI to help write letters to parents, give feedback to pupils and come up with ideas for lessons, new government guidance says
Here's everything leaders need to know ...
schoolsweek.co.uk/school-ai-to...
Here's everything leaders need to know ...
schoolsweek.co.uk/school-ai-to...
June 10, 2025 at 6:17 PM
AI as a teacher time saver is largely a mirage once you add all the additional work accompanying it
Perfectly succinct statement of the problem with AI fuelled research and learning.
When will they give up on the fantasy of knowing without thinking
June 10, 2025 at 10:31 AM
Perfectly succinct statement of the problem with AI fuelled research and learning.
Very interesting counter to all the 'tech/AI will solve education' hype - a small-scale survey found that a majority of US teachers do NOT expect technology to improve pupil outcomes, behaviour, attendance, or teacher satisfaction. teachertapp.com/articles/tea...
Teacher burnout, improvements and hopes for new tech - Teacher Tapp
Hey Teacher Tapp Community! Week 24 and the Teacher Tappers are still growing! Another week, another amazing round of insights from our growing Teacher Tapp community! … Continued
teachertapp.com
June 9, 2025 at 10:33 AM
Very interesting counter to all the 'tech/AI will solve education' hype - a small-scale survey found that a majority of US teachers do NOT expect technology to improve pupil outcomes, behaviour, attendance, or teacher satisfaction. teachertapp.com/articles/tea...
Great to see this synthesis of conversations across 5 continents about where critical studies of edtech can inform hopeful change.
Pleased that our Bristol #cset edition was one of the many contributions to this bigger conversation.
Pleased that our Bristol #cset edition was one of the many contributions to this bigger conversation.
Critical studies of ed-tech are becoming increasingly popular ... but how can they be a useful force for change? New report outlines 8 main areas that the CSET community needs to get discussing! 🧵
bridges.monash.edu/articles/rep...
bridges.monash.edu/articles/rep...
June 9, 2025 at 6:59 AM
Great to see this synthesis of conversations across 5 continents about where critical studies of edtech can inform hopeful change.
Pleased that our Bristol #cset edition was one of the many contributions to this bigger conversation.
Pleased that our Bristol #cset edition was one of the many contributions to this bigger conversation.
Reposted by Lyndsay Grant
There’s a reason every podcast I listened to for the past few months was advertising to college students that chatgpt was “free through finals season!” OpenAI knows most profs won’t fail a whole class… & just like that: new norm for students re: buying & using a bespoke automated plagiarism service.
Don’t let billionaires convince you that creepy, problematic technologies aren’t creepy & problematic. Because once they can convince enough people of that, well… then we’ve lost. But we (the 99%) haven’t lost til then. Technology is not destiny & they KNOW it. They’re terrified we might know too.
June 5, 2025 at 10:52 AM
There’s a reason every podcast I listened to for the past few months was advertising to college students that chatgpt was “free through finals season!” OpenAI knows most profs won’t fail a whole class… & just like that: new norm for students re: buying & using a bespoke automated plagiarism service.
Education inspectors in England are telling schools they must no longer mention the impact of covid lockdowns on pupils' education, as it's 'an excuse'. Heard this from a teacher today, is this common place?
June 3, 2025 at 6:06 PM
Education inspectors in England are telling schools they must no longer mention the impact of covid lockdowns on pupils' education, as it's 'an excuse'. Heard this from a teacher today, is this common place?
Reposted by Lyndsay Grant
🔞 Civil society scrutiny unearthed failures in DfE’s data practices leading to a highly critical ICO audit in 2020, and a reprimand in 2022 for a data breach that led to education data being used by betting firms to verify the age of online gamblers.
(2/3)
(2/3)
June 3, 2025 at 4:00 PM
🔞 Civil society scrutiny unearthed failures in DfE’s data practices leading to a highly critical ICO audit in 2020, and a reprimand in 2022 for a data breach that led to education data being used by betting firms to verify the age of online gamblers.
(2/3)
(2/3)
Fab work from Talia Kelly @talia-k.bsky.social here
Really lovely to see one of the MSc Digital Education students on the dissertation course I coordinate publish her research - congrats to Talia Kelly on a cracking article on the effects of edtech platforms and datafication on child-parent relations doi.org/10.1080/1743...
How platformised data collection practices in state primary schools in England mediate the parent–child relationship
England’s state primary schools are settings characterised by intensive data production increasingly curated by digital platforms. While much research has focused on how datafication is reshaping s...
doi.org
May 28, 2025 at 12:20 PM
Fab work from Talia Kelly @talia-k.bsky.social here
Reposted by Lyndsay Grant
📣Calling secondary school #teachers & #EdTech companies! We are thrilled to be collaborating with @soebristol.bsky.social for this workshop on designing and using EdTech for equity! Please share widely and hope to see you there! #EdTechEquity #UKEdu #UKedchat
Can tech support equity in schools?
Teachers and edtech developers in SW UK - please join us for a workshop on designing and using edtech for equity.
Please share!
Teachers and edtech developers in SW UK - please join us for a workshop on designing and using edtech for equity.
Please share!
Calling all teachers and education technology developers! 📢
The University of Bristol and the University of Oxford are hosting a free, interactive workshop to reflect on the design and use of EdTech in secondary schools on Friday 4th July, 10am-3pm at the Bristol Digital Futures Institute.
The University of Bristol and the University of Oxford are hosting a free, interactive workshop to reflect on the design and use of EdTech in secondary schools on Friday 4th July, 10am-3pm at the Bristol Digital Futures Institute.
May 28, 2025 at 7:47 AM
📣Calling secondary school #teachers & #EdTech companies! We are thrilled to be collaborating with @soebristol.bsky.social for this workshop on designing and using EdTech for equity! Please share widely and hope to see you there! #EdTechEquity #UKEdu #UKedchat
Can tech support equity in schools?
Teachers and edtech developers in SW UK - please join us for a workshop on designing and using edtech for equity.
Please share!
Teachers and edtech developers in SW UK - please join us for a workshop on designing and using edtech for equity.
Please share!
Calling all teachers and education technology developers! 📢
The University of Bristol and the University of Oxford are hosting a free, interactive workshop to reflect on the design and use of EdTech in secondary schools on Friday 4th July, 10am-3pm at the Bristol Digital Futures Institute.
The University of Bristol and the University of Oxford are hosting a free, interactive workshop to reflect on the design and use of EdTech in secondary schools on Friday 4th July, 10am-3pm at the Bristol Digital Futures Institute.
May 28, 2025 at 6:50 AM
Can tech support equity in schools?
Teachers and edtech developers in SW UK - please join us for a workshop on designing and using edtech for equity.
Please share!
Teachers and edtech developers in SW UK - please join us for a workshop on designing and using edtech for equity.
Please share!
Reposted by Lyndsay Grant
...Students were concerned about GenAI feedback reliability + contextual / disciplinary expertise and valued relational aspect of teacher feedback.
GenAI / teacher feedback serve different functions. It's not either/or.
GenAI / teacher feedback serve different functions. It's not either/or.
May 15, 2025 at 11:35 PM
...Students were concerned about GenAI feedback reliability + contextual / disciplinary expertise and valued relational aspect of teacher feedback.
GenAI / teacher feedback serve different functions. It's not either/or.
GenAI / teacher feedback serve different functions. It's not either/or.
Reposted by Lyndsay Grant
New open access paper from AIinHE project, led by Michael Henderson www.tandfonline.com/doi/full/10....
Survey of 7k students from 4 Aus unis. Students valued GenAI feedback ease of access, timeliness, volume, understandability + felt less risky than seeking teacher feedback. But...
Survey of 7k students from 4 Aus unis. Students valued GenAI feedback ease of access, timeliness, volume, understandability + felt less risky than seeking teacher feedback. But...
Comparing Generative AI and teacher feedback: student perceptions of usefulness and trustworthiness
The rapid integration of Generative Artificial Intelligence (GenAI) into educational contexts has presented both opportunities and challenges for students seeking and using feedback. While AI-gener...
www.tandfonline.com
May 15, 2025 at 11:33 PM
New open access paper from AIinHE project, led by Michael Henderson www.tandfonline.com/doi/full/10....
Survey of 7k students from 4 Aus unis. Students valued GenAI feedback ease of access, timeliness, volume, understandability + felt less risky than seeking teacher feedback. But...
Survey of 7k students from 4 Aus unis. Students valued GenAI feedback ease of access, timeliness, volume, understandability + felt less risky than seeking teacher feedback. But...