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”Joining the Dots” focuses on the many challenges facing education and how different approaches and innovations are required to meet these challenges, which, due to their interconnectedness, are also challenges facing all sorts of educational establishments, educators, parents and families, businesses and the economy as a whole. Co-hosts Matt Jessop and Al Kingsley, have discussions with innovative educators, business leaders, policymakers, and other stakeholders and guests.
Episodes
Saturday Jul 05, 2025
Saturday Jul 05, 2025
🎙️ Joining the Dots: Challenging the Rhetoric of AI in Education with Bianca Farthing
In this thought-provoking episode of Joining the Dots, Al and Matt are joined by Bianca, founder of AI Edify, history teacher, and digital leader — to explore how education can rise above the hype of AI and technology to truly serve learners.
Together, they dive into:
✨ Why education must prioritise ethics, safeguarding, and humanity over efficiency when adopting AI.
✨ The dangers of letting commercial agendas drive how children experience technology — from grief bots to Snapchat AI.
✨ How schools can use AI responsibly to deepen learning, not just save time.
✨ What a truly balanced, future-ready education system should aim to develop: kindness, resilience, critical thinking, and agency.
✨ Why personalised learning risks being more about platforms than learners, and how to reclaim it.
Bianca shares her motivation for founding AI Edify, a teacher-led consultancy and toolkit provider designed to challenge assumptions, put pedagogy first, and keep the teacher at the heart of the classroom.
She also reflects as a parent on what she hopes education will look like when her young son enters secondary school, and her fears that little may change without more courageous leadership and investment.
💡 “AI should help us think deeper, not just work faster,” Bianca reminds us, calling for evidence-informed, sustainable, and truly learner-centred innovation.
📍 Find Bianca and her work at: www.aiedify.com or here on LinkedIn.
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