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Computing Provision, AI and the Massive Gap in Between.
Introduction
It's fair to say that many teachers are now using AI to help automate administrative tasks, personalise learning experiences, and provide better feedback. If you're one of the many overstretched educators in our schools, you have probably dipped your toes into the world of artificial intelligence or know somebody who has.
This is great for teaching staff, and it’s good to see AI becoming a useful, "go-to" resource. But what about the children? How do they fit into this world of emerging technology and start to benefit from the many ways AI can save time, spark creativity, and help with research?
You might think the answer is simple: just let them use Google Gemini, ChatGPT, or Microsoft Co-Pilot. Unfortunately, it won't be long before they come across a massive gaping hole—a chasm so deep and wide that many schools might simply give up. This time, however, turning your back on the problem won't be an option.
The DfE Is Quick Off the Mark (For Once)
The issue is that the Department for Education (DfE) is keen on getting everyone in education, including children, to use some form of AI. They want to see a savvy bunch of school leavers with at least a basic understanding of how AI works and how to put it to good use.
The government is investing heavily in AI, and they don't want a future workforce whose only experience with it is putting bunny ears on their head during a video chat. Their vision is entirely different: they want an army of young people ready to move the country forward, well-versed in AI technologies and capable of taking on the world.
So, where will these young people get this knowledge? The answer is school, and the younger we start them on this journey, the better. This leaves some schools with a significant problem because you can bet your bottom dollar that the next version of the computing curriculum will be packed with AI requirements.
"Can’t be bothered, not interested, total waste of time!"
Resistance to new technology in education is nothing new; it often seems easier to turn our backs and walk the other way. I can clearly remember speaking to teachers in the mid-1980s when the first IT suites were installed who were real Luddites. They were convinced computing wouldn't last five minutes. "This lot will be skipped in a few months," they claimed, pointing angrily at the new computers.
Of course, they weren't skipped. Yet even today, a lack of skills, confidence, and the ability to deliver meaningful computing lessons remains a major issue for many teachers. But that's not how the government sees it; the push for the DfE to embed AI into the next computing curriculum is real and happening.
Note:
This lack of skills is covered in my podcast and blog “Who Should Teach Our Children Computing - A Very Different View.
So, Where Is This Gaping Hole?
We can almost take it for granted that all schools have some form of computing provision. That provision might be top notch and first class; up to date computers, computer suites, laptops for children to use, fast WIFi and internet connection, along with a good computing curriculum and support. Well that's the dream, for many schools it may be a real mix bag and perhaps the provision might not be all it could be.
Nevertheless, whatever you have in place will be the backbone of how children will enter this exciting world of AI, that is until they meet the hole in the ground.
The problem is simple: AI runs from the cloud and requires a login. While students are used to accessing online learning platforms, the key difference is how they sign in. All the major AI sites require user verification.
For schools already using a cloud platform like Google Workspace for Education or Office 365, the solution is straightforward. Using "Login with Google" or a Microsoft equivalent, students can securely access approved AI tools. System administrators can easily manage permissions, and tools like Canva for Education, which is bristling with AI features, make it even easier with single sign-on. If your school isn't using Canva, why not?
But what if your school isn't using a cloud-based identity system? You have the computers and the internet connection, and you can see the AI tools you want to use in the distance, but there is no bridge to cross the abyss and log in.
This is the chasm. Unbelievably, I’ve seen schools try to work around this by creating 30+ generic Gmail accounts just to allow students access to the free version of Canva. This proved to be a management nightmare, and child protection issues soon put a stop to it.
You can see how easily schools might think it's more trouble than it's worth. But with AI shortly to be embedded into the computing curriculum, schools are not going to have a choice.
Time to Move On and Move Up
For those schools who already have access to a cloud platform like Office 365 or, better still, Google Workspace for Education, you are already on your way to filling that hole in the ground.
If you are one of the schools not yet using any form of cloud computing for student identity, you really need to start thinking about moving on and moving up. After all, we are fast approaching 2026, and the UK computing curriculum has not been updated for years. The Government and the DfE have the AI bit between their teeth, and this technology is going nowhere.
The choice facing schools is stark: embrace cloud-based platforms and prepare students for an AI-driven world, or risk leaving them stranded on the wrong side of the divide. The next wave of curriculum changes will not wait for those dragging their heels, and neither will the technology shaping our children’s future. Schools that act now will not only make AI accessible and safe for students but also equip them with the skills and confidence they’ll need to thrive in the years ahead. The bridge across the chasm is ready—it’s time to cross it.
About the author
John Goodier is a freelance digital skills educator. He currently teaches computing to around 450 children from Year 1 to Year 6. Although John does not have traditional teaching qualifications, his background in business IT and passion for computing and electronics make him well-suited to teach the subject. In addition to his work in schools, John also shares some of his work on his websites: The Learning Zone and John can be found at LearnHow2.org.uk
John Goodier