Show Notes
Who gets to decide how AI is used in education? Government decides what happens to assessment. Google decides whether Gemini appears by default. OpenAI and parents decide controls for teenagers. Universities and unions decide workplace AI arrangements. Regulators decide expectations around consent. And schools are trying to work out what they should decide. In this episode, Dan and Ray explore that question through a packed week of AI in education news. They look at Australia's response to AI and take-home assessment, the arrival of parental controls in ChatGPT for Teens, and why Ray is uncomfortable with Google enabling Gemini by default for students. The conversation moves from the classroom to the workplace, with Adelaide University putting AI transparency, human oversight and staff consultation into its enterprise agreement, while new ASQA guidance raises important questions about consent and the use of student data in AI systems. They also unpack new Australian eSafety research into children's use of AI assistants and companions, and tackle the increasingly heated debate about data centres, energy and water use. As Ray puts it, "We're building this plane as we fly it." The challenge is making sure education still gets a say in where it's going. Here's the links to go deeper into our topics: Watch: Moment robot beats Usain Bolt's 100m record in China How education departments across the country are cracking down on students using AI to cheat Education Minister Jason Clare says AI must support learning, not replace it Revealed: The NSW universities using AI in lectures and as 'study buddies' AI labs begin to muscle in on $6tn education market Datacentres: The New NSW Regulations ChatGPT for Teens Google turns on Gemini AI for students using its classroom app An Australian first: Adelaide University's new enterprise agreement has explicit provisions on the use of AI in the workplace. Australia's Vocational Education regulator starts to catch up with responsible AI Talking to machines: Children's experiences with AI assistants and companions As discussed, good stuff on this from Tim kitchen https://www.linkedin.com/pulse/when-ai-becomes-someone-talk-tim-kitchen-3vznc
More from AI in Education Podcast
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/
This week on the AI in Education Podcast, Ray is taking a well-earned break, hopefully enjoying a piña colada somewhere sunny while still keeping one eye on the week's AI headlines. Joining Dan as special co-host is Chris Goodall, education leader from the Bourne Education Trust in the UK. Together they unpack one of the most extraordinary weeks of AI news in recent memory, from warnings of existential risk and calls to slow AI development, through to debates about trust, regulation and whether "move fast and break things" is finally coming to an end.
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