So if I want to begin to teach that and I don't want to feel like I don't, and how can we get teachers stop bringing that into English, math, science, PE without them feeling like they have to be an expert in the subject.

Well, I think for one, you could go to our resources and take a look there.

We've got these one-off discovering AI lessons, which are about just what we've just been talking about.

It sort of teaches that data, patterns, predictions, sort of set of stages, which explains clearly and simply how AI systems actually work.

I think in terms of form time, this is something that I used to do.

I used to pick up news stories and just discuss them with my students, find out what they believed in terms of the pros and cons of those stories, things that had happened.

I used to talk about how I used AI as well and was quite transparent in what I was using it for.

You bark.

[laughs]

I know.

Yeah.

But it gives them the impression that these, these chatbots have got motivations, they've got emotions, they've got intentions.

Because a lot of the phrasing, you know, you'll see things like, "I've got a really important point or a truth that I need to share with you," and stuff like that, and it's been written very specifically that way to gain trust and to give us this impression that it's, that it is quite human-like.

And so that is a huge misconception that students have, that, you know, this ... it's actually ...

it understands right from wrong.

Again, I'm, I'm wondering what that might look like in practice, and, and how that needs to be resourced in order to happen.