A presentation given that the Dubai Future Technology Week on how AI will transform the classroom of the future. The presentation draws on the work of Century Technology in producing adaptive learning programmes. These allow pupils to learn at their own speed and to consolidate learning. The presentation also explores how JESS, Dubai are planning to replace School Reports with online live dashboards whereby parents can track their child's progress. The presentation includes research conducted in Dubai comparing the attitudes of School Principals and Headteachers to the attitudes of School Owners and CEOs to alternative models for secondary schooling. This research highlights potential drivers and roadblocks to the adoption of these new technologies in schools.

1. Mark S. Steed,MA (Cambridge) MA (Nottingham), MSc (Ashridge-Hult Business School)
Director, JESS, Dubai
@JESSDubai
@JESS_Director
@IndependentHead
#FutureSchool:
How willAI transform
theClassroom of the
Future?
2nd May2018: 1500-1530
InspireStage
Zabeel Hall5,DubaiWTC
Dubai,UAE

2. TheGlobalContext
Question:
What is the greatest
educational problem that
we face in the world today?

3. TheGlobalContext
My Answer:
There are 263 million children
currently not in education.
Source: UNESCO Institute of Statistics, Fact Sheet No.39 October 2016

4. TheGlobalContext
TeacherShortages
Source: UNESCO Institute of Statistics, Fact Sheet No.39 October 2016
The world will need
3.3 million more primary teachers
and 5.1 million more lower
Secondary teachers by 2030.

5. TheGlobalContext
TeacherShortages
Source: UNESCO Institute of Statistics, Fact Sheet No.39 October 2016
The present model of one teacher
standing in front of a class of
20-30 pupils is unsustainable.

6. TheGlobalContext
AlternativeModels:
Artificial Intelligence
Is AI the answer?

7. Humans are lazy
IanYorston, Head of Digital Strategy, Radley College, UK

8. Thinking is hard
IanYorston, Head of Digital Strategy, Radley College, UK

9. AI is easy
IanYorston, Head of Digital Strategy, Radley College, UK

10. #FutureSchool:
HowwillAItransformtheClassroomoftheFuture?
IntelligentSystems
Part One: AI andTeaching & Learning

11. PartOne:
AI andTeaching
& Learning

22. #FutureSchool:
HowwillAItransformtheClassroomoftheFuture?
IntelligentSystems
PartTwo:The End of School Reports?

23. Data
Management:
PupilTracking and
School Reporting
Automating the Routine:
Live Reporting and the End of School Reports

24. Data
Management:
PupilTracking and
School Reporting
Automating the Routine
Live Reporting and the End of School Reports

25. Data
Management:
PupilTracking and
School Reporting
AI, Data and the End of the School Report
Live Reporting and Bank Statements

26. Data
Management:
PupilTracking and
School Reporting
AI, Data and the End of the School Report
Live Reporting and the End of School Reports

27. #FutureSchool:
HowwillAItransformtheClassroomoftheFuture?
IntelligentSystems
PartThree: ReplacingTeachers?
Research into Alternative Models for Schooling?
What are the drivers and blockers to replacing teachers?
Steed (2017)

28. Replacing
Teachers?
Alternative
Models for
Schooling
Research into Alternative Models for Schooling
The Study
School Principals
in Dubai
School Owners
and CEOs in
Dubai
Why have alternative models
for secondary schooling not
been adopted in the way that
they are being adopted in
tertiary education?
• What are the likely drivers
towards alternative
models?
• What are the potential
roadblocks?
Steed (2017)

29. Replacing
Teachers?
ReplacingTeacher
Tasks?
“Professional work should be decomposed,
that is broken down into constituent ‘tasks’
– identifiable, distinct, and separate
modules of work that make it up. Once
decomposed, the challenge then is to
identify the most efficient way of executing
each type of task, constituent with the
quality of work needed, the level of human
interaction required, and the ease with
which the decomposed tasks can be
managed alongside one another and pulled
together into a coherent offering.” (p.212)
Steed (2017)

30. Research into Alternative Models for Schooling
Decomposing ‘Teaching’ into ‘TeacherTasks’
Replacing
Teachers?
ReplacingTeacher
Tasks?
Teaching - to transmit/impart subject information
Teaching - to set tasks to groups of students
Classroom Management and Supervision
Working with Individual Students
Assessment,Grading and Monitoring
Parental Communication and Reporting
Lesson Planning
Steed (2017)

31. ReplacingTeacher
Tasks?
Alternatives to
Specialist
Teachers
Steed (2017)
Research into Alternative Models for Schooling
How would you cover Physics lessons when you
don’t have enough Specialist Physicists?

32. ReplacingTeacher
Tasks?
Alternatives to
Specialist
Teachers
3. AVC Specialist - A qualified subject specialist teacher who is not
physically present who contacts the students via video-conferencing.
2. ATeaching Assistant who is not a qualified teacher.
1. A Non-Specialist - A qualified teacher who is not a qualified
specialist in the relevant subject to be taught.
4. An Online Learning Programme which students access via a
computer in school.
Research into Alternative Models for Schooling
Four Alternatives to SpecialistTeachers
Steed (2017)

33. Research Findings
Alternatives to
Specialist
Teachers
1. QualifiedTeacher who is not a Subject SpecialistSteed (2017)

34. Research Findings
Alternatives to
Specialist
Teachers
2. Teaching Assistant who is not a Subject SpecialistSteed (2017)

35. Research Findings
Alternatives to
Specialist
Teachers
3. Subject Specialist usingVideo ConferencingSteed (2017)

36. Research Findings
Alternatives to
Specialist
Teachers
3. Subject Specialist usingVideo ConferencingSteed (2017)

37. Research Findings
Alternatives to
Specialist
Teachers
Steed (2017) 3. Subject Specialist usingVideo Conferencing

38. Research Findings
Alternatives to
Specialist
Teachers
4. Online Learning ProgramSteed (2017)

39. Research Findings
Alternatives to
Specialist
Teachers
4. Online Learning ProgramSteed (2017)

40. Research Findings
Alternatives to
Specialist
Teachers
Steed (2017) 4. Online Learning Program

41. Research Findings
Alternatives to
Specialist
Teachers
Drivers
1. Improved Pedagogy
2. Reducing Costs
3. AddressingTeacher
recruitment issues
Blockers
1. Concerns about the
Quality of Student
Learning
2. Concerns about a
Change in Ethos of
the School
3. Concerns about
Parental Reaction
Steed (2017)

42. #FutureSchool
Conclusion

43. Education is very big
business:
It was a $5 trillion
industry in 2014 and is
growing at $600 billion a
year.
EdTech is the future
IBISCapital Global EdTech Industry Report 2016

44. AlternativeModels:
Differentiation of
themarketplaceby
price.
Education offered at different price points:
Premium
Mid-Range
Budget

45. Premium
Mid-Range
BudgetAlternativeModels:
Differentiation of
themarketplaceby
price.
Variables
• School and Class Size
• Facilities
• Qualifications ofTeachers
• Amount of ContactTime
2. Education offered at different price
points:

46. TheGlobalContext
A final thought:
World Economic Forum, January 2016
When fast gets really fast,
being slow to adapt makes your
really slow.

47. Mark S. Steed MA (Cambridge), MA (Nottingham), MSc (Ashridge-Hult Business
School)
Director of JESS Dubai
 Email: mss@jess.sch.ae
Twitter: @JESS_Director
@independenthead
LinkedIn: uk.linkedin.com/in/independenthead
Blog: http://independenthead.blogspot.com
SlideShare: http://www.slideshare.net/independenthead