Digital, AI & Technology

Start with a specific learning need and compare suitable options. The choice should consider teacher use, accessibility, maintenance, privacy and evidence of benefit.

Schools can use downloadable resources, local libraries and shared-device sessions. Teachers still need a plan for access, updates and students who cannot use the device independently.

No. It may assist preparation or feedback, but teachers must review its output, understand students' needs and decide how material is used.

A broken, uncharged or inaccessible device cannot support a lesson. Operational records show whether equipment is available when teachers and learners need it.

They can if roles, time and accessible materials are planned. Simply putting several children around a screen does not guarantee that each child participates.

Only information needed for its agreed purpose should be considered. Schools must understand who can access it, how long it is kept and how families receive clear explanations.

Ask them to identify claims, check sources and explain uncertainty. A confident or well-written answer can still be wrong.

Students must be able to perceive, understand and use it. Depending on needs, that may involve captions, keyboard access, readable text, alternative formats and teacher support.

It should assess learning, errors, access, safety and the work required from teachers. Screen time or login counts alone do not show educational value.

A school should not lose essential records or teaching materials when funding or a contract ends. Portability and a fallback method reduce dependence on one provider.

Ask vendors and school teams to justify each data field and avoid collecting information unrelated to the learning task. What to check: Review access, retention, deletion and advertising arrangements before use.

Use supervised exercises where students compare an AI answer with textbooks, observations or an approved source. What to check: Reward finding uncertainty and mistakes rather than accepting fluent wording as proof.

Invite learners with different access needs to test captions, keyboard use, text size and audio alternatives. What to check: Fix practical barriers before calling the resource inclusive.

Test one teacher-supervised use case, such as identifying practice errors, against the existing method. What to check: Measure learning quality, incorrect feedback, teacher workload and access differences.

Keep curriculum resources and school records in usable formats that can move when a contract ends. What to check: Test exporting information and continuing lessons without the vendor.