Quantum computing, sensing and communications
New ways to control atom-sized objects have led to potentially transformative technologies like quantum computing. What are the benefits of these new quantum technologies, and what are the risks?

This POSTnote considers how artificial intelligence (AI) technologies can be used by educators and learners in schools, colleges and universities.
Use of artificial intelligence in education delivery and assessment (469 KB , PDF)
DOI: https://doi.org/10.58248/PN712
Artificial intelligence technologies that can be used in education have developed rapidly in recent years. This has been driven in part by advancements of generative AI, which is now capable of performing a wide range of tasks including the production of realistic content such as text, images, audio and video.
Artificial intelligence tools have the potential to provide different ways of learning and to help educators with lesson planning, marking and other tasks.
However, adoption of AI in education is still in an early and experimental phase. There is uncertainty about the benefits and limitations.
Some stakeholders have expressed concerns that over-reliance on AI could diminish educator-learner relationships. Concerns also relate to potential negative impacts on learners’ writing and critical thinking skills, through work being undertaken by AI.
In November 2023, the Department for Education published a report on the use of Generative AI in education. The UK Government have also announced an investment of up to £2 million to provide new AI-powered resources for teachers in England.
POSTnotes are based on literature reviews and interviews with a range of stakeholders and are externally peer reviewed. POST would like to thank interviewees and peer reviewers for kindly giving up their time during the preparation of this briefing, including:
Members of the POST Board*
Department for Education*
The Alan Turing Institute
AQA*
Education Endowment Foundation*
Jisc*
National Institute of Teaching
NASUWT*, The Teachers’ Union
Oak National Academy*
Moktar Alqaderi, Progressay*
Professor Benedict du Boulay, University of Sussex*
Daisy Christodoulou, No More Marking
Professor Rebecca Eynon, University of Oxford
Dan Fitzpatrick, The AI Educator
Dr Zoe Handley, University of York*
Dr Sandra Leaton-Gray, University College London
Professor Rose Luckin, University College London
Dr Rebecca Mace, University College London and University of West London*
David Weston, Teacher Development Trust*
*denotes people and reviewers who acted as external reviewers of the briefing
Use of artificial intelligence in education delivery and assessment (469 KB , PDF)
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