Nick Huxley PhD researcher/ MEd/ Qualified Teacher

What happens to mathematical thinking when AI collapses dialogic difference too early? This article draws on dialogic theory and classroom research in mathematics education to explore how AI tutors may shape children’s mathematical thinking. Dialogic learning and the problem of early cl...

What happens to mathematical thinking when AI collapses dialogic difference too early? reflections from recent PhD reading, not designed to be finished argument

www.linkedin.com/pulse/what-h...

#AIEd #AIinEducation #PhDLife #EdTech #AIPedagogy #LLMs #GenerativeAI #CriticalPedagogy #MathsEducation

When Efficiency Becomes Irrational: Discovering McDonaldization and Rethinking AI in Education | Nick Huxley Over the past few weeks of PhD life, I’ve found myself delving into areas I never expected; most recently, into sociology. Through postdigital commentary, I encountered George Ritzer’s theory of McDon...

Through #postdigital commentary, I encountered the theory of #McDonaldization; a sociological lens, linked with the rise of #AITutors in education, particularly the rise of personalised LLM-based tutoring.

www.linkedin.com/posts/nickhu...

#PhD #AIED #EdTech #Research #postdigitial #AIInEducation

AI Tutor Bots and the Future of Primary Education with Nick Huxley | Speaking of Research: The SCDTP Podcast

If you have 10 minutes to spare, and fancy hearing about what I'm doing for my PhD, hear me on this #SpeakingOfResearch podcast ❤️

​Apple: podcasts.apple.com/gb/podcast/a...

​Spotify: open.spotify.com/show/3hJULAy...

#PhD #AIED #SCDTP #ResearchPodcasts #UoB #UniversityOfBrighton #EdTech

AI Tutor Bots and the Future of Primary Education with Nick Huxley

This is the 3rd podcast in our new series of Talking of Research. It's about using AI responsibly, equitably & effectively in early learning. @cbokhove.bsky.social @uoseducation.bsky.social you'll be interested I'm sure. open.spotify.com/episode/7Aae...

I played with #Gemini 3's #NanoBanana, to represent my current state of mind, in the middle of my 2nd month of PhD life.

The output has amused me, and it's fairly accurate to be honest...

#PhD #AIED #PhDLife #ImposterSyndrome

Sorry, but I can't stand the phrase #VibeCoding.

There, said it.

Exhale and relax 😀🙂

So happy to have secured full funding for PhD in Education, exploring AI Tutor Bots in primary and STEM!

Thrilled for opportunity to dive deep into how these LLMs impact learning, pupil engagement and equity. Looking to connect with EdTech companies shaping the future #AIinEducation #PhD #EduSky

If this was an 8 week programme or whatever of PD, there would be.

This all comes from a good place, helping teachers, means happy teachers, and happy teachers will very much help the children.

And in the England Education State system, there is no money and no Government funded pay rises, so anything to help teacher work/life balance imo, helps.

And also, I am NOT fan of such wrapper AI tools for education that are out there, where made subscriptions are the norm. I acknowledged that teachers may already be using these, but they need not, when with prompting expertise and knowledge of LLMs, they can generate similar outputs for no cost

Absolutely 100% not fobbing off lesson planning to software, but when used as a learning partner, with 'correct' prompting, time savings on things that personally would have taken me significantly longer, are worth it

After they understood/ understood the benefits it could/ might bring to them. At the end of the day, they are professionals and will make decisions on whether, or not, to use any such 'tools' based on how effective it is for them in enabling best practice T&L

I'm not sure what your motives are here tbh, but my goal was to show them the tech and for some of them to start to use it, IF they deemed that it was worthwhile. Practical hands on training IS essential so they can see how it works and then judge for themselves if they wish to use it.

Always about effective teaching. Teachers do not have to use the output that comes from any tool queries, totally up to them. Up to teachers' professional judgment whether they use the outputs or not. No one is making them, there is no expectation for them to use anything, just a tool they can use

Appreciate the discussion, but think we’re coming from very different points. My focus is on supporting teachers (where I am a teacher) with practical tools to manage workload effectively. My point was about teachers not using anything, when a recent survey suggested the majority were. Thanks.

It wasn't explicitly on Copilot- I also shared my own GPT for planning, how BRISK can be used too, but the main hands- on focus (bare in mind, this was only an hour long) was MS Copilot, GDPR compliant tool, schools like that.

Fair points. The goal isn’t to ‘fob off’ lesson planning—'AI' isn’t replacing teacher expertise, it’s supporting workload management. When used thoughtfully, tools like Copilot can reduce admin strain, giving teachers more time to focus on high-impact teaching. It’s about efficiency, not automation

I completely agree that AI in education should be focused on what works for teachers and students, not just what’s trending. That’s why my training focuses on hands-on, practical use—teachers leave actually knowing how to use AI effectively in their daily work. The immediate impact was great

Ha! 'This person' here 🙂 The session was for teachers, with a focus on how 'AI' can help their workload etc etc . I deliberately did not use the term LLM, as I know the audience. This is not to say they wouldn't understand the term, but the session was only an hour, and needed immediate impact

#EduSky #AIinEdu

This wasn’t a lack of interest—it was a lack of Know How.

Once teachers saw how MS- Copilot and BRISK could reduce workload, the shift was immediate.

AI isn’t overwhelming, if we show teachers how to use it.

#AITraining #AIinEducation #EdTech #MSCopilot #BRISKTeaching #AI

Nick Huxley on LinkedIn: AI in Education – Are Teachers Really Using It? '69% of teachers in England say they’re using AI in their work.' That’s what the latest Twinkl AI in Education Survey found—but does that figure tell the whole…

Recent survey shows 69% of teachers say they use AI—but are they really?

I ran internal AI CPD this week, found:
🔹 Only 4/25 had used ChatGPT
🔹 No one had touched Microsoft Copilot—despite free access!

The gap isn’t AI—it’s training.

Read more: www.linkedin.com/posts/nickhu...

#AIinEducation

Loved hearing @fionaas.bsky.social at #BettUK2025, reframing the terms 'screen time' and 'device time' (i.e., we don't say 'Pen' or 'Pencil' time) into Passive (doom scrolling), Active (engaging in learning something) or Metacognitive time on phones #EduSky

#EduSky

LOTS of food-for-thought from @theaieducator.io KeyNote at #BettUK2025, soothsaying re the next few years. His thoughts re creation of a new future of education requiring the use of AI tools for more than lesson plans does resonate, but how will teachers be ready for anything else? #AIInEducation

YouTube video by OpenAI Canvas—12 Days of OpenAI: Day 4

Used ChatGPT recently for document writing, and it opened up a new editing area, with 'real-time' comments and suggestions. Little did I know they had released the function as a Xmas gift 🙂 I'll be using this in my teacher role for sure! #EduTech #EduSky #AIresearch #education

youtu.be/qZ0ImE41pVs

#AIEd

This non-peer reviewed Harvard research re AI Tutors, improving student outcomes AND engagement, is what I'd love to be able to research- but across Primary, in England, and different pupil groups...

#EduSky #EdTech #AIInEducation #AIEducation

Https://www.researchsquare.com/article/rs-4243877/v1