inTuition taster: Transformative tech

The Further Education (FE) and Skills sector has always had a reputation for building social inclusion. Colleges and other settings can be a vital first step on someone’s career path when they previously might have thought this unavailable to them, bridging gaps between learning and opportunity. Technology has the potential to supercharge this by creating more inclusive classrooms, encouraging wider audiences to engage with learning, and supporting teachers to target help where it is needed.

A blog published by Jisc in February concluded that in the three years since generative artificial intelligence (AI) exploded on the scene, much of the fear surrounding how AI will be used in education has calmed. We can now see emerging impacts on social inclusion. 

It cites examples of colleges where AI is supporting learners for whom English is not their first language (using Microsoft Translator), or where deaf learners can access tools that translate speech to text so they can access teaching alongside their peers. For institutions, AI tools can drive efficiencies in areas such as material creation and administration, which could help communities facing financial pressures.

Olly Newton, executive director of the Edge Foundation, argues that social inclusion is only possible if everyone can participate in technology. The pandemic increased the digital divide for several reasons, including socio-economic status, lack of skills or not having access to a laptop at home. Similarly, financial or social advantages can open the door to digital services such as proofreading or support with cover letters and personal statements for university, so technology also has the potential to introduce inequalities.

“The basic entry level is making sure people have access, whether that’s devices, data or broadband,” Newton says. “With AI, you could argue that the paid-for, higher-level tools could exacerbate digital poverty, or a phone that has an inbuilt AI buddy could give someone an advantage in their studies.”

But the positive impacts offset these risks, he adds. “We can build access tools into systems so people’s needs are taken care of and invisible. We can provide virtual training in remote areas. These are tools that expand people’s horizons.”

Embedded technology

At Chichester College, the focus has been on how staff embed and augment “everyday accessible technology” into teaching delivery. “It’s trusted tech, rather than assistive tech,” explains Simon Brown, director of SEND and ALS for the College Group. “We’re looking at the technology that’s already there on learners’ phones because this is what life will be like post-education.”

In class, this could be using tools such as Google Lens to take a picture of a handout that can then be translated into speech and related to the learner. Generative AI tools such as Google Gemini or ChatGPT can help neurodivergent learners break down larger assignments into something more manageable by offering a framework or mind map.

“We need to shift the mindset away from using AI as a form of cheating; this is enhancing learning,” says Brown. “And it enhances opportunity and inclusion for all learners, not just those with particular or additional needs.”

At a time when there is a lot of discussion about removing phones in education settings, he argues that learners are better off with tools that they are familiar with rather than being forced to use the clunky, specialist assistive technology that was historically available, and made learners stand out as opposed to fit in.

One area where technology has enormous potential to boost social inclusion is with learners in alternative provision or who access FE and Skills courses remotely. Paul Glossop, senior lecturer in initial teacher education at the University of Derby, gives the example of FE learners juggling maths and English classes alongside their chosen courses, where digital tools can be a vital support.

“Generative AI can talk you through a maths problem – something that otherwise could be a potential barrier to engaging with learning,” he says. “Or for those who don’t see themselves reflected in the curriculum, a teacher could make a question applicable to their particular situation, context and background.”

Tailored support

Academics at Nottingham Trent University (NTU) have taken the potential of digital tools a step further. David Brown, professor in interactive systems for social inclusion, is part of a team working on research into how machine learning can support those with learning difficulties or autism.

The applications can identify emotional dysregulation at an early stage so teachers can intervene or adapt their teaching. A camera tracks their eye gaze or facial expression and can see whether the student is calm, and the data provided by the machine learning tool can provide vital insights on individuals’ emotional responses to learning.

Another project is focused on how generative AI can help young people and their parents to make choices about social care. “We train the models to go to current and trusted sources, and interview carers and parents to inform the model,” says Brown. “It helps to empower young people to get the right information and support they need.”

Although such examples demonstrate the benefits of technology for boosting social inclusion, FE and Skills settings need to be mindful of potential pitfalls and risks, he adds. Co-designing apps with teachers and parents can mitigate these risks, and much of NTU’s work focuses on demystifying AI for these audiences.

“We want to create AI that is inherently explainable,” he adds. “So if an app makes a recommendation and it is not the same as something we come up with, we should understand why. We all agree that we need to be ethical, safe and transparent, and we are right to be cautious about how we use AI, but it can augment our practice.”

Teacher advocacy

How teaching staff demonstrate the use of AI and other digital tools is crucial to their impact on inclusion. If a teacher is introducing a translation tool, for example, an explanation that these may sometimes produce mistranslations should accompany teaching on how to use the tool.

Kieran Gilmurray, a global AI strategist and author, says it is equally important not to treat AI tools as a panacea. “The only thing limiting us is our imagination. However, we wouldn’t just give learners with specific needs to a classroom assistant or tech tool; we’d use all the resources available to optimise their learning.” Humans will know the idiosyncrasies of their specialist subject or the learners in their classroom, and to be truly inclusive must apply this knowledge alongside the efficiencies offered by such tools.

Ensuring all learners are prepared for life after education is a core goal of social inclusion, and equipping them with the skills to use tools such as AI in the workplace is essential. Newton believes that by focusing on how learners can apply technology to augment their human skills and be adaptable, this is a goal within reach.

“It’s easy to go after the shiny new things with technology, but it’s about the quality of the pedagogy rather than the newness of the kit,” he concludes. “That makes students keen to investigate more and build the skills that employers want.”

Five ways tech can boost social inclusion

The following are five ways technology can level the playing field for all learners in FE and Skills settings, and some examples of free or low-cost tools:

Jo Faragher is a freelance journalist with a strong background in education.

Views expressed are those of the author and do not necessarily reflect those of SET.