Leon Furze dismantles recent headlines claiming AI can “save teachers six weeks a year.” He shows how time‑saved tallies in the Walton Foundation/Gallup survey and Microsoft’s Copilot pilot gloss over what tasks are being sped up—and why they exist in the first place. Measuring efficiency, he argues, ignores the deeper causes of burnout: relentless compliance work, eroded autonomy and a culture that treats teaching as piece‑work.

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Leon Furze sets aside the chatbot hype to show how the underlying components of AI—image recognition, speech-to-text, text-to-speech and transformer language models—already power a growing suite of assistive technologies.

He argues that genuine progress depends on lived-experience design, open standards and a focus on specific user needs, not generic “GPT in everything” solutions. By mapping near-future advances—offline multimodal models, speech-to-sign avatars, adaptive reading platforms and low-cost robotics—Furze invites educators and developers to steer AI toward accessibility rather than spectacle.

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Responding to newspaper calls for tighter controls on generative-AI in senior-school “take-home” tasks, Leon Furze argues that the real culprit is the assessment format itself, not ChatGPT. The article shows that home-based essays and projects have long privileged students with money, tutors or stable study spaces, while disadvantaging those with caring duties, disruptive households or limited technology access—long before large-language models entered classrooms.

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