AI for learning, not shortcuts

How I use AI to support learning when time and money are tight.

I care about AI as a quiet extra pair of hands. Something that helps students, parents and educators ask better questions, check understanding and break work into steps, not a way to dodge effort or replace people.

Support, not cheating Plain language and honest limits Designed for kitchen table realities

What this page is for

This page is for people who are interested in AI but also tired, busy or unsure where to start. Students revising on shared devices, parents trying to help, staff who want to use AI without feeling out of their depth.

How I see AI in learning

  • A thinking partner that asks and answers questions
  • A way to get feedback when you do not have a tutor
  • A tool for checking understanding and filling gaps

What I do not use it for

  • Writing full assignments for students
  • Guessing at grades or replacing teacher judgment
  • Making promises it cannot keep about outcomes

Principles that guide how I use AI

These are the checks I carry in the back of my mind whenever I bring AI into learning work, whether at home or with organisations.

People stay in charge

AI can suggest, nudge and explain, but decisions stay with humans. That includes deciding what to believe, what to ignore and when to ask for real life help.

Clarity over cleverness

A neat explanation that someone understands is better than a dazzling answer they cannot repeat in their own words. I aim for clarity, not impressive jargon.

Honest about limits and risks

AI can be wrong, biased or overconfident. I do not pretend it is neutral or magic. Built into everything I design is the assumption that answers need checking.

Fits around real constraints

There is no point designing routines that only work with endless time, perfect wifi and one-to-one devices. I think about cramped spaces, shared logins and low energy.

A simple way I structure AI for learning

Most of the routines I use follow a similar pattern. You can adapt this for students, parents or staff. It is meant to be flexible, not perfect.

  1. Set the task: be clear about the topic, level and time you actually have.
  2. Ask AI for structure: get it to suggest steps or a mini plan, not full answers.
  3. Work yourself: write, calculate or attempt the thing without copying.
  4. Use AI as a checker: ask for feedback, gaps and next questions.
  5. Reflect: decide what you have learned and what still feels fuzzy.

How I support different people with AI

I keep the same principles, but the way I talk about AI shifts depending on who I am working with.

Students

Helping students use AI to practise, not to copy. We focus on questions, feedback and building independence, not perfect homework.

  • Designing repeatable study routines with AI support
  • Showing how to check AI answers against notes and textbooks
  • Talking honestly about integrity and long term goals

Parents and carers

Supporting adults who want to help but feel rusty or unsure. AI becomes a shared helper, not something only the child understands.

  • Simple prompt templates for common homework struggles
  • Guidance on sitting alongside rather than hovering
  • Reassurance that you do not have to know everything

Educators and staff

Working with staff who want to bring AI into lessons or planning in a way that is realistic, ethical and aligned with policy.

  • Exploring safe classroom use cases and boundaries
  • Creating short, staff friendly guides and examples
  • Surfacing worries and questions without judgment

Questions I am often asked about AI and learning

These are the kinds of questions that come up in conversations with families, students and organisations. The answers are deliberately straightforward.

Is using AI for homework cheating

It depends how it is used. If AI is writing full answers and the student hands those in, that crosses a line. If AI is helping them understand a topic, practise questions or get feedback on their own work, it can be a form of support rather than cheating.

What about accuracy and bias

AI can be wrong, especially on niche or recent topics. I encourage people to treat AI as a first draft or a conversation partner, not a final source. We talk about checking against class notes, trusted websites or textbooks.

How do you keep things safe and appropriate

I suggest using tools that have clear safety settings and content filters, and I am open about the fact that nothing is perfect. For younger learners I prefer adults to be nearby, especially while habits are being formed.

Can AI replace a tutor or teacher

No. It can lower some barriers by giving quick feedback or explanations, but it does not understand the full context of a learner’s life. I see it as an extra layer of support, not a replacement for real relationships.

If you want to use AI for learning in a grounded way

I work with people who want AI to widen access, not widen gaps. That includes education teams, community groups and parents who want practical, honest support.

You can start with a simple message:

Tell me a little about your context and what you hope AI could help with, and we can go from there.