Don't Panic: AI Might End Humanity, But Apparently Laptops Ended Education First

What if AI could help us build schools that don't just prepare students for the future, but fundamentally rethink what education should look like? In this episode, Ray and Dan are joined by Will Campbell, Founding Head of Franklin School in New Jersey, a school recognised internationally for its innovative approach to education and winner of 2025 World's Best School Prize for Innovation by T4 Education Will shares how Franklin has embraced AI from the outset, moving beyond fears of automation to create a learning environment where technology gives teachers time back, challenges students to think more deeply, and develops the human capabilities that matter most. The conversation explores: Building the school of the future – rethinking curriculum, timetables and traditional education models. AI and teacher empowerment – how Franklin aims to save teachers 8–9 hours a week while strengthening their professional judgement. Rethinking assessment – why AI should make learning more challenging, not easier. Developing superhuman skills – prioritising critical thinking, ethics, resilience and real-world experiences. Personalised learning – moving beyond age-based progression towards skills, capabilities and student autonomy. An inspiring conversation about building schools where AI enhances human potential rather than replacing it.

In this episode Ray and Dan explore a whirlwind of AI announcements and research, asking a critical question: Is AI helping students learn, or simply helping them produce better work? Australian universities are going all-in on AI, with UNSW, Flinders and the University of Sydney announcing major rollouts. Meanwhile, New South Wales schools are being warned not to rely on AI detection tools to identify cheating. The research raises fascinating questions. Estonia's nationwide AI experiment reveals surprising student resistance to AI tutoring, while OECD PISA data highlights concerning links between frequent AI use and lower assessment scores. New research also explores the Learning Performance Paradox - when AI improves students' work without improving their understanding. Ray and Dan also discuss screen time in schools, the disappearance of Custom GPTs and Gems, and why much AI education research needs greater rigour. Plus, Ray announces that his complete AI for Humans course is now available free!

Clinical psychologist and author Andrew Fuller joins Ray and Dan to explore how AI could support neurodivergent learners, strengthen student agency and change the role of teachers. Andrew argues that neurodiversity should be understood through strengths rather than deficits, and shares practical ways he is already using AI with young people. These include using AI to ask reflective questions, build personalised learning plans, structure revision, prepare for social situations and act as a less confronting source of feedback. The conversation also looks at the wider implications for schools. If AI can provide more personalised support, what should teachers spend more time doing? Andrew suggests the opportunity is to reduce routine work and give teachers more space to design strong learning experiences, build relationships and develop judgement and curiosity. They also discuss equity, assessment, AI literacy, school change and why educators may get further by treating AI as something to experiment with, rather than another task to master. More info Connect with Andrew on LinkedIn at https://www.linkedin.com/in/andrew-fuller-2238a325/ Andrew's MyLearningStrengths website is at https://www.mylearningstrengths.com/ More info on Andrew's professional services centred on Resilience, psychology, brains and learning for schools, parents, students and professionals at https://andrewfuller.com.au/ And finally, here's where Andrew shares his brilliant free resources for schools, students and parents: https://andrewfuller.com.au/free-resources/

AI is already changing education. So why are we still trying to hold back the tide? In this episode, Dan and Ray are joined by Dr Phil Cummins, educator, author, co-host of the Game Changers podcast, and Professor of Practice in Education and Leadership at the University of Sydney. Phil argues that education needs to stop "pearl-clutching" over AI and start thinking seriously about what it means for assessment, curriculum and the role of teachers. If students are already using AI, how do we design authentic assessment around the knowledge, skills, dispositions, habits and wisdom we actually want them to develop? The conversation ranges from Phil's beginnings teaching Latin to character education, equity, oracy and the danger of educational fads. At its heart is a powerful argument for the enduring importance of teachers: technology should amplify human relationships, not replace them. For school leaders, Phil's message is refreshingly straightforward: treat AI as a game, learn to use the tools, and find a way to win the game of AI. Links for more information A School for tomorrow, Phil's education consulting/research organisation Game Changers podcast Apple Podcasts: https://podcasts.apple.com/au/podcast/game-changers/id1503430745 Spotify: https://open.spotify.com/show/5WoY7gvWZUWt4Iu3gL2atd?si=41f298a05db2415f Sydney Character Initiative from the University of Sydney

Recorded live at the National Education Summit in Melbourne, this episode explores whether AI in education has reached an inflection point. Ray and Dan unpack a series of recent stories showing how quickly AI is becoming part of wider debates about education, employment, policy and trust. They look at industrial negotiations at the University of Sydney, where staff are seeking consultation over how AI is introduced, and compare that with AI-related provisions already included in Adelaide University's enterprise agreement. As part of the discussion they mentioned The University of Sydney's Cogniti AI, and a previous podcast episode with Dan Hart talking about the university's AI Hub. They also examine headlines claiming an AI chatbot is "teaching" psychology students at Macquarie University - and the university's response that the tool is supplementary and does not replace academic staff. The conversation then turns to New York City's restrictions on generative AI for younger students, alongside plans for AI critical-thinking education in high schools. Underlying it all is a bigger question: as AI becomes mainstream in education, can the conversation remain balanced - and should the podcast hear more from sceptics, critics and those challenging the direction of travel? Want to contribute to the discussion? Email us at [email protected] Want to share your love for the podcast? Well, we can't ask for more than a review in your podcast app, which will help other educators find the stories we share!