Opinion

We Once Questioned the TV — Now Students Must Question the Internet, AI and More

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Following on from Internet Safety Day, many teachers continue important conversations about staying safe online. While topics such as passwords, privacy and online behaviour are essential, there is another skill that is becoming just as important for our students: learning how to recognise fake or misleading information online. In a digital world filled with eye-catching […]

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Exploring NotebookLM

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With the ever increasing use of AI in education, it can be difficult to know which AI tool to use for differentiated learning in classrooms. In recent weeks, I have been exploring Notebook LM, which has helped to incorporate the aspects of Universal Design of Learning (UDL) in the classroom. NotebookLM is a powerful tool

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Cover page of a policy document titled “Generative AI in Higher Education in Teaching & Learning – Policy Framework” by the Higher Education Authority (HEA). The background is dark blue with white circuit-like graphic elements along the bottom.

HEA Policy Framework – Rethinking assessment in the age of GenAI in Higher Education

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Just before Christmas the Higher Education Authority (HEA) released a Policy Framework “to guide educators, academic leaders, and professional staff in making informed, value-based decisions about how gen AI is adopted and integrated into educational practice”. The framework is very timely and focuses on the specific issues associated with generative AI usage in higher education in the context of teaching and learning.

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Illustration of five children sitting on a rugby goalpost with a rugby ball nearby, accompanied by the title text “‘Five Bums on a Rugby Post’: Designing Learning Experiences” in bold blue and yellow fonts on a blue background. Source: Copilot

‘Five Bums on a Rugby Post’: Designing Learning Experiences 

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If 2025 had a soundtrack for education, mine would be one word on repeat: Learning.Not Artificial Intelligence. Not content. Not technology. Not admin. Learning. The longer I work in and around classrooms, the more I’m convinced that when things feel chaotic, overwhelming, complex or over-complicated, the way forward is almost always to go back to basics

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