Many schools try to plan for technologies in the next 5 to 10 years, but we often see advances – and not just ChatGPT – seemingly come out of nowhere. It’s tricky, but if you’re paying attention to advances in different fields, you can often see the types of technology on the horizon.

ChatGPT was released in November 2022 to much astonishment and shock: wow, this thing can really talk! But in reality, the only thing that was different to existing versions of GPT technology is that they had put an easy-to-access chatbot user interface on top of the model.

Many people in education, myself included, had already sounded the alarm about large language model-based technologies before the release of ChatGPT. After applying for my PhD in early 2022, I wrote several articles about GPT-2 and 3-based applications like Jasper and WriteSonic, which were being used by students to spin paragraphs and write essays. Academics such as Phillip Dawson and my PhD supervisor, Lucinda McKnight, had already published articles on the imminence of these technologies.

Case Study: Generative AI and Future Technologies

Generative artificial intelligence makes an interesting case study for how schools might prepare for future technologies. In this article, I’m going to look beyond generative AI at the trajectories of a few emerging technologies and imagine how these technologies might impact the sector as they continue to mature.

None of these technologies are new. Some have been developing alongside personal computers, smartphones, and other devices that we use every day. Others are old technologies which will be supercharged with new methods, including AI and machine learning.

The important thing when thinking strategically about the impact of future digital technologies is to not get too carried away by narratives of existential threat or crisis, but to focus on the task at hand: educating young people. There will always be a role for schools as institutions and teachers as a profession, irrespective of the direction that these technologies develop in. That role can and should change over time, like any profession. The technology itself is not going to remove the need for young people to work with caring human experts in learning subjects that they’re unfamiliar with.

Emerging Technologies in a Digital Strategy

When I work with schools on digital strategy, I encourage openness and flexibility while avoiding being swept up in hype and speculation. This generally means finding someone in the school, whether they’re a head of digital, assistant principal, or somebody with a specific position such as a Director of Innovation, who is interested in these emerging technologies and has the capacity, resources, and time available to read widely, attend technology conferences, and interact with people in industry and academia.

Ideally, this is a person who is either in leadership or has a direct line of communication to leadership, such as a subcommittee role. They should have classroom teaching experience but also an understanding of technology so that they can speak the language of tech admin staff and ICT support.

By now, this person might sound like a bit of a unicorn, but I promise you, they do exist in schools. You just need to ask a few questions to find them, and don’t necessarily look in obvious places. Of course, with a robust digital technologies curriculum, you might find this person in the head of digital or a senior digital technologies teacher, but you’re just as likely to find a person that fits this profile in the English department, in the Arts, or in any of the subject disciplines that use digital technologies (and of course, that’s all of them).

Once you identify that person, they should be given a specific portfolio of jobs, which includes keeping up to date with emerging technologies. They might read articles that focus on the areas like the ones focused on in this particular article.

If this person is involved directly in strategic planning for the school as a member of the leadership team, this knowledge should inform conversations about the digital strategy and the school’s strategic plan more broadly. If not, they need an easy way to pass this information along to the relevant members of the leadership team, such as an Assistant Principal of Curriculum or Deputy Principal.

Importantly, the emerging technologies aspect of the staff member’s portfolio should not be sacrificed in the day-to-day running of the technology infrastructure of the school. If this member of staff goes to a conference on educational technology, for instance, they shouldn’t have to spend the majority of their time listening to talks about learning management systems, admin platforms, or on day-to-day technology issues like cybersecurity, since some of those issues can be delegated appropriately to members of the curriculum team, ICT staff, and administrators.

The aim of the game here is to not be caught off guard when the next ChatGPT arrives. Strategically, this is about being prepared.

Which Emerging Technologies Should Schools Focus On?

The most obvious technologies to keep an eye on, in my opinion, are:

• Generative Artificial Intelligence
• Predictive and Analytic AI
• Augmented Reality
• Virtual Reality
• Robotics
• Automation Technologies
• Quantum Technologies

Working with schools, I’ve developed this tiered framework for understanding how these technologies “stack up” and where they interact with education.

Foundations

At the base of the pyramid, we have the Foundations. These are the essential building blocks that enable all other technological advancements in education. Of course, not all schools will have equal access to these infrastructure, which introduces some of the fundamental issues of improving digital technology access in education. This tier includes:

• High-speed internet: The backbone of digital connectivity in schools
• Advanced hardware: Including quantum computing, which promises to massively increase processing power among other advances
• Edge computing: Bringing computation and data storage closer to the location where it’s needed
• Data infrastructure: Systems for storing, managing, and accessing vast amounts of information
• Energy infrastructure: Digital technologies, including Generative AI, have enormous, almost ludicrous, energy demands
• Policy and regulation: The rules and guidelines that govern technology use in education vary from one jurisdiction to another.

Without these foundational elements, the technologies and applications in the higher tiers simply can’t function effectively in an educational setting.

Technologies

Building on the foundations, the Technologies tier represents the core technologies that are driving changes in and outside of education:

• Wearable devices: From smartwatches to augmented reality glasses, monitoring systems, and data collecting devices
• Cloud computing: Enabling access to powerful resources from anywhere
• Robotics and automation: Particularly in subjects which bridge the gap between industry and education
• AI and ML: The engines behind many adaptive and “personalised learning tools”: approach with caution!
• Virtual Reality and Augmented Reality: Creating immersive learning environments, and hopefully not gathering dust in a school STEM lab
• Big data analytics: Including the data “captured” by platforms like Microsoft 365 and Google Workspace
• Blockchain: Once we get beyond crypto hype, potential applications for credential verification and record-keeping.

These technologies form the building blocks for the more specific applications in the tier above.

Applications

In the Applications tier, we can start to see how the technologies in lower tiers are put to use in specific educational contexts:

• Adaptive learning: Personalising education to each student’s needs. This won’t necessarily be a good thing.
• Intelligent tutoring AI: Providing one-on-one support to students via AI-powered chatbots.
• Immersive learning: Using VR and AR to create educational experiences and environments
• Games and experiences: Gamifying education in an attempt to increase engagement
• Learning analytics: Using data to improve teaching and learning
• Credentials: New ways of recognising and verifying skills and knowledge

These applications are where we start to see direct impacts on teaching and learning processes.

Impact

At the top of the pyramid is Impact. The ultimate goal of implementing these technologies and applications is obviously to benefit learners and educators. Here, we focus on the real-world outcomes and benefits (and not only the supposed benefits the tech companies are selling us):

• Accessibility: Making quality education available to all
• Motivation: Increasing student engagement and intrinsic desire to learn
• Learning outcomes: Improving the effectiveness of education
• Skills and competencies: Preparing students for the future
• Equity and inclusion: Ensuring all students have equal opportunities to succeed

This top tier reminds us that the purpose of all this technology isn’t just innovation for its own sake, but to create meaningful improvements in education. We won’t necessarily get there via the tiers below: this is an aspirational layer. For example, for all the talk of “personalised learning” through AI-powered tutor chatbots, I’m yet to see any evidence that these technologies improve equity and access.

Prioritising Emerging Technologies

Once you’ve identified this tech-savvy unicorn of a staff member who’ll keep an eye on emerging technologies, the next challenge is helping them prioritise their efforts. With the pace of technological advancement, it’s easy to get overwhelmed or distracted by every new innovation. Here’s how I would suggest this key person can focus their energy to effectively support your school’s digital strategy:

Align with the School’s Strategic Goals

First and foremost, the emerging technology focus should align with the school’s overall strategic goals. Whether it’s improving student engagement, enhancing accessibility, or preparing students for future careers, every technological exploration should tie back to these core objectives. Review the school’s strategic plan and identify areas where emerging technologies could have the most significant impact. Don’t sacrifice the school’s values in favour of the shiny new toys.

Use the Tiered Framework as a Guide

The tiered framework (Foundations, Technologies, Applications, Impact) can serve as an excellent guide for prioritisation. Start by ensuring the understanding of foundational elements are solid. Speak to a local academic – they’ll love to talk to you I promise. Then, focus on technologies and applications that have the potential to address multiple impact areas simultaneously.

Consider Short-Term vs. Long-Term Potential

Think about the Needs versus Potential of any technologies you’re exploring. Balance the exploration of technologies with immediate applicability against those with long-term transformative potential.

Short-term: Look for technologies that can be implemented relatively quickly and show tangible benefits. These “quick wins” can help build momentum and support for your digital strategy. Long-term: Keep an eye on emerging technologies that might not be ready for classroom implementation yet, but have the potential to impact education in the future. Don’t rush in head-first.

Evaluate Resource Requirements

Consider the resources required to implement and maintain each technology. This includes not just financial costs, but also time, expertise, and potential disruption to existing systems. Create a simple rubric to evaluate potential technologies based on their resource requirements and expected benefits. You’ll find some guiding prompts and questions in this article to get you started:

AI Policy Toolkit: The Need/Potential Matrix

Stay Connected to the Education Community

Encourage your tech-focused staff member to build a network within the education technology community. This can provide valuable insights into what’s working (or not working) for other schools. Allocate time and resources for attending relevant conferences, webinars, and professional development opportunities.

Establish a Regular Review Process

Technology changes rapidly, so it’s crucial to regularly reassess your priorities. Set up a quarterly or bi-annual review process to evaluate the current focus areas and adjust as needed. Use a simple report template that summarises current focus areas, progress made, and recommendations for the next period.

Engage with Stakeholders

Regularly consult with teachers, students, and parents to understand their needs and challenges. This ground-level input can help prioritise technologies that address real, pressing issues in your school community. Set up focus groups or surveys to gather input from different stakeholder groups. Once you understand the internal needs, consider inviting industry and academic experts to provide their thoughts.

Consider Ethical Implications

As you explore new technologies, always consider their ethical implications, particularly in terms of data privacy, equity, and student well-being. Develop a set of ethical guidelines to evaluate potential technologies against, and make sure you’re compliant with any local or national regulations especially regarding data.

Remember, the goal isn’t to chase every new trend, but to thoughtfully consider which technologies have the potential to actually enhance teaching and learning in your unique school context.

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