Jessica Poon received a BA in History of Art from the University of Cambridge, in 2012 and an International Masters degree in Security, Intelligence and Strategic Studies from the University of Glasgow in 2021. She currently works as a strategist and researcher across the technology space and writes widely on the intersection between privacy, security and emerging technologies, particularly accountable AI systems.
We sat down with her to discuss some pressing questions when it comes to the current cohort of young students and how she envisions technology impacting their future...
Jess, as you know, at KKH we teach many students currently in primary school. How do you see technology impacting the primary school curriculum over the next decade?
Tech, and what that term encompasses, has changed vastly since I was at primary school – when interactive whiteboards and "touch typing" were still novel! With everything changing so rapidly now, it's important to remember that Machine-Human interaction doesn't need to be solely about tacit tech. It also encompasses the software and imagination components we often overlook. Some trends we can assume in primary education include:
Increased use of online learning platforms and educational apps: These will provide students with more interactive and engaging ways of learning, and help teachers to create and deliver customised learning experiences.
Greater integration of technology in the classroom: Teachers are expected to use more interactive whiteboards, laptops, and tablets in their lessons, making the learning experience more dynamic and interactive.
Use of virtual and augmented reality: These technologies are likely to be used in primary schools to create immersive learning experiences and help students visualise and understand complex concepts.
Online assessments: Technology will enable schools to conduct assessments and exams online, reducing the need for manual grading and providing real-time feedback to students and teachers.
Personalised learning: The use of technology will allow primary school teachers to tailor their lessons to the individual needs of each student, providing a more personalised learning experience.
Are there any uses of technology you think teachers and tutors could leverage which aren't commonly practiced at the moment?
There are plenty of examples of technology that could be used better to enhance learning and development. There's so many different types of software to capitalise on, which are free for educators and can be accessed at home with the appropriate means – some ideas for the classroom, both virtually and in person are:
Digital Storytelling: Students can use digital tools such as video, audio and graphic design software to create digital stories that bring their learning to life and engage their imagination.
Gamification: Students can use games and simulations to learn and apply concepts in a fun and interactive way.
Virtual Field Trips: Students can use virtual and augmented reality to explore places and experiences that would otherwise be inaccessible, from the depths of the ocean to ancient civilizations.
Collaborative Projects: Students can use online platforms and tools to collaborate with each other and with students from other schools on projects and activities, broadening their perspectives and developing their teamwork skills.
Maker Education: Students can use technology and tools such as 3D printing, robotics, and programming to design, build, and create their own projects and prototypes.
Data Analysis: Students can use technology to collect, analyze, and interpret data, and to develop their critical thinking and problem-solving skills.
With this in mind, do you think the current standard education system in the UK is adequately preparing children for the future?
While we're not doing too badly compared to some solely English-speaking parts of the world, I think some of the educational policies we've introduced over the last few years have set us back culturally – an emphasis on homegrown British work overlooks engagement on key issues within global affairs and moreover, doesn't allow us to look back on a colonial past as we move into an increasingly globalised world. I trained as an Art Historian and so believe cultural heritage is inherently built on mutual communication and couldn't have happened without multiculturalism – the curriculum as it stands tends to forget that.
This panic to modernise has seen a number of initiatives aimed at modernising the education system and equipping children with skills that are seen as necessary for the future. For example, the UK government has recently introduced a new computing curriculum, which places a greater emphasis on coding and digital skills. Yet, there's been some oversight regarding the complementary ethical foundations required to support new technology – think: new systems of ethics, consent, regulation and where they fit into ICT, PSHE and economics.
It may be prudent to place equal emphasis on soft skills as a way for young people to thrive in this rapidly changing world of work. Students should be thinking about how we interact on a global level with technology to set solid foundations for the skills and knowledge to propel us into the future. The question we should ask ourselves is: how can we boost engagement in digital literacy through complementary means such as critical thinking, problem-solving and creativity?
Okay, so a big topical question: How do you see AI affecting the future lives of the children of today?
Imagination, as I've mentioned, is a key component of how we should be considering this wealth of tech that is increasingly democratised. Artificial Intelligence (AI) is set to disrupt whole industries, so I'd completely expect it to have an impact on the future lives of the children of today.
A generation we previously referred to as digital natives share increasingly blurred boundaries with social natives; younger children tend to adapt their behaviours organically and adopt technologies even faster than those older than them, as neural plasticity peaks around prior to the age of 18-24 – AI learns with us and from us, and there's a lot of mirrored behaviours which are shared between very early stage AI models and children, so there's likely to be a lot of organic developments which are taken for granted with each new generation.
Some of the ways in which AI is likely to shape their future range from better healthcare to improved education through to the automation of jobs we would have seen as professions (ie. typists, secretaries); hopefully this will lead children to aspire for greater and grander things growing up.
On the flipside, a trend we're already seeing is how early careers planning really begins for some, pre-empting an age of increasing automation as well as convenience. More impactful work means a lot of soul searching in oneself – problem-solving, critical thinking, and creativity will help us all work with rather than against the grain.
What about the normality of social media use in young people's lives? Where do you sit with that?
I work a lot with policy and regulation, so I'd like to think I can see both the good and the bad – there's of course a lot around the rise of aesthetic augmentation in young teens, cyberbullying, exposure to sensitive topics and a general change in behaviours which have been largely a contingent of untimely or poor regulation of social media. But I think social media also provides young people with a platform to connect with friends and family, express themselves, and access a wealth of information in a richer variety than ever before. It's something that everyone has an opinion on, but I think public accountability isn't just something for platforms to moderate – it's a discussion that can be moderated by openly approaching the subject in a responsible and balanced way. Emergent technologies will always bring risks that we will fail to mediate; it's not social media, but rather, how we treat the discussion around the topics we're exposed to on it. Vigilance should be directed towards vulnerable groups of users who are at risk of low self esteem, anxiety or other mental health issues.
Finally, there is a trend towards more experiential or outdoor education for children (e.g. the Forest School system). Where do you see technology's role here?
This a great question – there's a lot of case studies which come from the Nordics where there's heavy investment in what human-machine interaction looks like in the context of children's play but broadly speaking technology can play a complementary role, which is likely to be scaled out based on their overarching successes. Use cases extend from enhancing the learning experience to enabling the integration of digital tools into the curriculum, for instance, virtual reality (VR) technology can be used to enhance the outdoor learning experience by allowing students to explore and interact with virtual environments in a way that is not possible in real life. Something we saw during COVID-19 was independent projects carried out remotely by children, facilitated by adults and delivered over platforms such as Zoom; allowing them to share ideas and work together on projects and activities even when they are not physically together. Technology can be used to ensure the safety of students during outdoor activities, for example, using GPS tracking or mobile devices to locate students in the case of an emergency.
Thanks so much Jess! It's great to hear that you feel AI should eventually broaden children's future job prospects and the possibilities you see in how we can incorporate tech into teaching and tutoring. I found it particularly salient that you place emphasis on soft skills as the bedrock for young students now to manage their future lives as young adults- completely agree that "problem-solving, critical thinking, and creativity will help us all work with rather than against the grain."
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