Bridget Phillipson Eyes Eyes AI The potential to free the time of teachers | Artificial intelligence (AI)

AI tools will soon be used in the classrooms throughout England, but the secretary of education, Bridget PhillipsonA great question he wants to answer: will they save time?

By attending a hackathon sponsored by education in central London last week, Phillipson listened to while the developers explained how their tools could fill in pupil’s relationships, improve writing samples and even evaluate the quality of the welding made by electric internship engineers.

After listening to a developer, it enhances their tool for analyzing artificial intelligence writing as “superhuman”, able to aggregate all the writings that a pupil had ever done, Phillipson asked in no uncertain terms: “Do you know how long he spared?”

This will be our next step, admits the developer, in a less safe way.

In an interview with The Guardian, Phillipson said that his interest in IA was less futuristic and more practical. The tools of AI in class could free teachers of repetitive tasks and bureaucracy, allow them to focus on their students and, ultimately, contribute to solving the recruitment crisis that the schools of Bedevils England?

“I think technology will play an important role to play in freeing the time of teachers and freeing that time, putting it to use better with a more face to face and direct teaching that can only be done by a human being,” he said.

“These are less how children and young people use technology and more on how we support staff to use it to provide better education for children. I think it is there that there is the greatest potential.

“In the next few years I want to see techs incorporated among schools, with the staff supported to use the best technology to improve children’s results, but also to make the teaching of a more attractive career for people to go and stay.

“It is not a question of replacing teachers. It is how the use of technology can integrate very human face -to -face contact that cannot be replaced.”

Some tools are designed to solve very specific problems. Jessica Leigh Jones, CEO of Iungo Solutions, showed Phillipson and Peter Kyle, the secretary of state for science, innovation and technology, a tool to evaluate how students had wired circuits for professional qualifications such as T.

Using a digital microscope, the tool can quickly scan dozen cards and provide feedback to students in a fraction of the time needed by a qualified and expert electrical engineer – a specialist role in a short time, Jones observed.

Jade Lesh, Iungo’s digital growth engineer, told Phillipson that the tool “minimizes the time spent reporting every job” and that their tests found it accurate as a trained human eye.

The time spared was also Phillipson’s interest for an observation tool developed by Teachsscrice, giving teachers of the early earphones to record their comments on the development of each child-well they are playing with others or are creative-they are therefore loaded in a database and compared with the objectives of the curriculum of the first years of the government.

The developer, Ewan Dobres, said that the teachers would save a “phenomenal amount of time” that could be spent with pupils because they would no longer have to stop and write any observation.

Other applications on display included tools that would allow teachers to scan and transcribe the pupil’s hand written work and to use the IA to evaluate it compared to national benchmark in English and literacy.

Helen Williams, CEO of INMAT Multi-Academy Trust In Northamptonshire, he said that his schools worked with a company called Stylus on an instrument of writing evaluation that not only spared time, but has allowed teachers to set pupils more than the writing tasks that are a weight for them.

Williams said that the use of the artificial intelligence tool for marking has had other advantages from the saving of time. They “level the playing field” between expert and career teachers and have removed the traps that teachers can fall when they evaluate their pupils.

“If you have a class of 30, you always go to report with an idea of” well, this will be fine “. To doing it takes it away that unconscious prejudice and in reality it is only scoring what is there, which could vomit some things that a teacher has not collected in the past,” he said.