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In 1976 Stanley Whittingham demonstrated what can be considered the first rechargeable lithium-ion battery. It was a revolutionary moment in time, leading to a transformation in the way battery-operated devices could be used. The typical lead–acid battery (and indeed its more recent counterpart, Nickel–metal hydride batteries) of the time were slow-draining, slow-charging, and bulky, yet until the invention of lithium-ion battery technology, there was no other viable alternative.
Having taught D&T for nearly 12 years, been a head of year for 8, and a head of department for 3, I found myself beginning to feel like the aging lead-acid battery technology. Prior to teaching I trained and worked as a cabinetmaker. The frustration I felt when a power tool would get slower and slower as the battery drained and discharged, until it eventually ground to a halt was all too familiar. And now, I found my teaching practice was beginning to tire, and I needed something to not only refresh my teaching, but also to inspire me personally.
Ask almost any teacher what their biggest barrier to delivering inspiring lessons is, and the response will likely be time. I had lots of ideas for how to make my lessons engaging and relevant but was already working 60-hour weeks and (as much as I hate to admit it), lesson planning kept slipping down the priority list. I needed something that would enable me to streamline the admin tasks and support me in turning my ideas for inspirational lessons into reality. Right on cue came AI, and in the same way that lithium-ion battery technology revolutionised the world of power tools, AI has revolutionised and re-enthused all aspects of my teaching.
An AI generated image depicting Stanley Whittingham in 1976, showcasing the first rechargeable lithium-ion battery in a vintage laboratory setting. Generated using Dall-E
"AI has revolutionised and re-enthused all aspects of my teaching."
Having moved schools 3 years ago into my first role as a head of faculty, I decided to utilise my love of all things technological to support me in implementing my vision. In the same way that lithium-ion batteries made power tools more efficient by providing longer battery life and faster charging times, I looked to AI to help me streamline the tasks that took up my time outside of the classroom. With extended battery life, power tools can be used for extended periods, enabling me to complete more jobs/tasks. Now AI brings me and the thousands of other teachers the potential to make education more efficient by automating administrative tasks, providing personalised learning experiences, and adapting to individual student needs. AI platforms can summarise vast amounts of data to identify patterns and trends, and tailor instruction to meet the unique needs and learning styles of each student. Used correctly, AI can streamline a wide variety of teacher admin tasks, from creating multiple-choice assessments to check knowledge retention, to generating exam-style questions to test pupils’ ability to apply knowledge and demonstrate understanding.
AI in education can also support lifelong learning by providing personalised skill development, adapted learning pathways and continuous access to educational resources. Learning is no longer primarily for those who attend a school, college, or university.
A collage that draws a parallel between a variety of power tools using lithium-ion batteries and a teacher engaging with different AI applications, highlighting the advancements in both areas Generated using Midjourney.
My father has his own home maintenance business, which, growing up meant he had a garage full of power tools. This also meant he had a garage full of different brand chargers, one for each of the different brand power tools he owned. With the success of lithium-ion battery technology came the advent of large-scale power tool manufacturers, each implementing its battery technology across a wide range of tools, encouraging users to subscribe to a brand, and as such do away with the other tools and associated chargers. The familiarity and compatibility of having multiple tools all utilising the same battery is tempting. However, in the same way that most power tool manufacturers now offer a plethora of tools to suit every task, be wary of relying on a single AI tool. There is an ever-increasing number of AI sites and apps, some of which are free and some of which are paid for. In the same way that you might read online reviews of tools, speak to other people to ascertain their opinions, and trawl forums for help and support before buying and using tools, be sure to explore and critique the ever-increasing list of AI apps and websites. Lithium-ion battery technology enabled power tools to become more accessible. Previously reserved for tradespeople and professionals, the cost reductions associated with mass production of a well-trialled technology has led to every power tool manufacturer using the technology. A stroll down the power tool aisle of any DIY store will remind you of how affordable this technology is. It has been fascinating to observe how, in the same way AI is also increasing in its visibility. Several social media platforms now incorporate AI within them, providing pupils with access to (and the frequent use of) AI. Our pupils are often at the forefront of technological advancements, and we must recognise and embrace the opportunities this brings. Education must remain up-to-date and relevant. The success of pupils in their education is heavily influenced by the relevance of it, and successful teachers employ a range of tools to enhance engagement, ensuring learning remains relevant to learners.
I wasn’t around in 1976, when Stanley Whittingham first created a lithium-ion battery, but I do remember getting my first lithium-ion power tool. I remember the excitement and anticipation at using it for the first time; marvelling at its improved power, extended runtime, and portability. The advent of AI and its use in education has undoubtedly had the same impact, enabling me to streamline my lesson planning, personalise my lessons to pupils’ individual needs, and inject some much-needed enthusiasm back into the subject I love.
Sam Bullen has been working as a secondary and further education teacher for 12 years. He is Head of Faculty at Bungay High School, Suffolk, UK, after relocating from East London to Norfolk in 2021. Among other roles within the school, he is the AI lead and is responsible for rolling out the use of AI across the school and the academy trust. He previously trained as a fine craft furniture maker at what was Buckinghamshire Chiltern University College and, along with craft, is passionate to teach pupils the importance of practical-based skills and the value that technology has in enhancing them. He also loves truck racing and listening to (his very eclectic taste in) music
An 'AI Powerdrill' generated with Midjourney.
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