Finding and intelligently using research evidence is an important means by which teachers can improve their practice. Historically, it has been difficult for teachers to access the latest research due to paywalls and the time required to retrieve relevant studies (e.g., searching across multiple websites or physical collections), while the esoteric language used in scientific research can sometimes present challenges. Now, however, teachers can use new generative AI tools to instantly create accessible summarises of the latest evidence and use follow-up prompts to generate actionable plans. Despite these benefits, AI technologies carry certain risks, such as reporting fabricated sources or inaccurate and decontextualised information. This workshop offers a space to explore the scope and limitations of using AI tools for research-informed practice, along with providing practical advice for teachers to use these tools more effectively to retrieve, appraise, and adapt AI outputs for unique educational contexts.
Stephen Sowa, Senior Teaching Fellow at the University of Southampton and the Associate Programme Lead for the BSc Education & Psychology programme.
Stephen has published research that examines how generative AI tools are contributing to and challenging teachers’ research-informed practice.
Stephen’s research interests include topics such as the artistry of teaching, conceptions of teaching, education in the context of a rapidly changing world of work, and the implications of technological advances for teaching.
