Join us to discuss this question with practitioners and authors specialising in the safe and effective use of AI in education. Discussion will centre around using AI to reduce administrative workload, to boost creativity and support all learners.
This event marks the publication of open-access online research and articles on AI use in education as part of issue 27 of Impact, and the upcoming publication of the updated Department for Education AI support materials, created by Chiltern Learning Trust, and accreditation available from the Chartered College of Teaching. The session will end with a Q&A with panelists, who have been involved across these projects.
Speakers:
Chair: Holly Gardner is Publishing Editor at the Chartered College of Teaching. She has been working on the safe and effective use of AI project, leading on the commissioning and development of research articles for the peer-reviewed academic journal Impact. She has 18 years experience working in educational publishing and is also currently Project Manager on the College’s EdTech Evidence Board project.
Christian Turton is EdTech Lead at Chiltern Learning Trust. He leads on the development of AI support materials for the Department for Education. He has had a career in education for the past 25 years which has included being a successful teacher and senior leader working in EdTech and digital education. As well as working in and with schools he has worked on several large scale projects including the development of a course on EdTech for the Jordanian Queen Rahnia Teacher Academy taken by over 20,000 teachers in the Middle East and has worked on digital skills projects and with a wide range of schools on their digital strategy in conjunction with Apple as an Apple Professional Learning Specialist.
Chris Loveday is Vice Principal at Barton Peveril Sixth Form College. He has spearheaded the college’s pioneering use of artificial intelligence to improve operational efficiency, staff workload, and ultimately student outcomes. Chris is the author of Leading the Shift: Enhancing Operational Efficiency with AI and Operational Intelligence: The Power of Digital, Data and AI. He regularly shares insights on values-led AI implementation in education. His work focuses on harnessing technology to support inclusion, creativity, and sustainable organisational change. He wrote the article: ‘From pilot to platform: Scaling safe, creative and equitable student use of AI at Barton Peveril Sixth Form College’.
Dr Fiona Aubrey-Smith an independent consultant researcher who works closely with schools to support a deeper understanding of pedagogy and practice in a contemporary Landscape. She is a PhD supervisor and examiner, and co-author of the best selling book From EdTech to PedTech: Changing the way we think about digital technology. Fiona is Co-founder of the National PedTech Partnership and The Open School UK, and sits on a number of advisory and charitable boards. In 2024, Fiona was granted Freedom of the City of London, and Fiona was named EduFuturist of the Year 2025. She wrote the article ‘From barrier to bridge: Generative AI as a catalyst for agency’.
Dr Lucy Caton
As Centre Lead for AI in Education at the University of Greater Manchester, Lucy leads national research and innovation at the intersection of artificial intelligence, pedagogy, and inclusion. Her work focuses on multi-agency collaboration with autistic learners across the school sector, exploring how AI can support key stakeholder voice, strengthen human agency, and develop metacognitive practice. She leads cross-sector partnerships with schools, educators, families, and support services to shape more equitable and responsive approaches to AI in education. Lucy is also a panel member of the Pearson Education Digital Transformation Panel, contributing to national discussions with the Department for Education and wider stakeholders on AI in schools. She co-wrote the article ‘Co-constructing learning with generative AI: implications for supporting autistic students’.
Zainab Patel is Principal of the Olive Tree Primary and co-wrote the article ‘Co-constructing learning with generative AI: implications for supporting autistic students’.