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As a school, we embrace technology to amplify and enhance humanity's capabilities, rather than replace them. We regularly use artificial intelligence as a conduit to learning and teaching. But, admittedly, as educators the lines are vague, and we still adapt and modify our own practices in search of a healthy relationship between AI and student learning.Meanwhile, the technology itself continues to grow, spurring new ethical questions and dilemmas. A number of recent articles have suggested that students don't need to learn how to write, that AI will do all the writing for them. A piece of research from MIT shared this week has been used by the media as evidence that ChatGPT erodes critical thinking skills (in fact, the study showed that students benefited most from starting a task without technology and using AI at the end).Halcyon Digital Learning Coach Ms Ellis says: "Despite the small sample size of the study shared this week, it still raises awareness of students' over-reliance on AI – and the importance of us showing them how to use it effectively and at the right stage of the learning process.""As usual," Ms Ellis continues, "it's not the technology but how we use it that matters."The complex relationship between AI and student learning surfaced when, on a recent trip to Iceland, one student complained about the ChatGPT website going down, interrupting their friends back at Halcyon and their ability to write. Ms Ellis says: "Students came to me very worried that the school had blocked ChatGPT – but the website was just down temporarily. It made me realise how reliant some are on it already."But how can we ensure students make the most of AI and also of their own human intelligence? This is the question Ms Ellis focused on during our last Artificial Intelligence Professional Development session of the year.During the session, Faye shared the healthy nature of writing, calling on a quote from the poet John Cooper Clark, who says he uses writing to help order his thoughts and for his mental health.Ms Ellis says: "We've really embraced AI at Halcyon London International School and recognise how it can be an incredible writing coach, but I wanted to think about the benefits of 100% AI-free time too – or 'Slow Writing' time, named after the Slow Living movement."As a short exercise, Ms Ellis called on teachers to write postcards sharing their favourite summer memories, then afterwards read each other's alongside AI-generated examples.Only a few people spotted the AI postcards and many thought the real memories were AI-generated, illustrating that it's often difficult to spot AI work, and that the process here was key, not the outcome.Ms Ellis says: "Education (and therefore teaching writing) shouldn't just be about preparation for future jobs, and I'd love to think students will leave Halcyon being able to see the huge benefits of things like journalling, creative writing and writing to explore their ideas."There are times that I've only been able to reflect that I've got something wrong by writing it out from scratch and seeing the ideas form as I go. Many colleagues rely on journalling for wellbeing, or write poetry or fiction to relax. I'd love for us to create intentional opportunities for 'slow writing' in the school day."Writing that isn't graded, doesn't necessarily have an audience and lets them reflect on their thoughts, emotions and interests."

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