Tim Kitchen 10:04 pm on September 4, 2026

Connecting, Conversing and Celebrating Education at the National Education Summit – Melbourne, 2026

On 3 and 4 September, I had the great pleasure of being involved in the 2026 National Education Summit at the Melbourne Convention and Exhibition Centre.

This event brought together teachers, school leaders, education consultants, authors, researchers and industry partners for two days of professional learning, practical ideas and valuable conversations. With conference streams, free seminars and an extensive education exhibition, the Summit provides educators with many opportunities to learn, connect and be inspired.

My involvement across the two days included MCing, podcasting, presenting and book signing – four activities I thoroughly enjoy.

Day 1: Early Stages, podcasting and conversations with readers

My first role on Thursday was to MC the Early Stages Theatre. This free seminar program focused on early childhood and the early years of schooling, featuring a range of educators and specialists sharing practical insights and experiences.

One of the great privileges of being an MC is the opportunity to help create a welcoming environment for both presenters and audience members. It was a pleasure to introduce the speakers, learn from their work and help keep the program flowing throughout the day.

Sam Butterfield,
Director of Teaching and Learning,
Hume Anglican Grammar

Alice Vigors,
Principal,
Tumut Public School

Between MC responsibilities, I moved across to the Summit’s Podcast Hub to record two special episodes of The Kitchen Think. My guests were Adrian Cotterell, Managing Director of Thinking Mode, and Tory Spicer-Stuart, Head of Teaching and Learning – Digital Practice at Beaconhills College. The Podcast Hub was located on the exhibition floor and hosted a curated series of live recordings featuring education podcasters, researchers, teachers and school leaders.

Adrian and I explored the increasingly complex relationship between assessment, generative AI and AI-detection software. We discussed why schools need to be cautious about relying too heavily on detection tools and why assessment practices must evolve to place greater emphasis on process, dialogue, reflection and evidence of learning. We also promoted his amazing assessment resource for schools called Thinking Mode.

Tory shared some of the thoughtful work taking place at Beaconhills College to integrate AI into teaching and learning. Our conversation also considered a much bigger question: what does it mean to be human in a world increasingly influenced by generative AI?

I also spent time signing books and meeting educators in the Amba Press Book Nook area. These sessions are about much more than simply adding a signature to a book. They provide an opportunity to speak directly with readers, hear about the challenges they are encountering in their schools and discuss the ideas that are most relevant to their work. This was an opportunity to promote my soon to come publication with Amba Press – The Human Advantage: Teaching, Learning and Leading in a Gen AI World.

For an author, there is something particularly rewarding about meeting the people who engage with your writing. Each conversation is a reminder that books can become the starting point for new thinking, professional dialogue and meaningful change.

Day 2: Exploring the Human Advantage

On Friday morning, I had the honour of opening the Knowledge Centre Theatre with my presentation:

The Human Advantage – how teaching and learning is changing in an AI-rich world

The session examined the rapid influence of generative AI on education and the need to reconsider some of our established approaches to teaching, learning and assessment.

AI can generate text, images, audio, video and computer code within seconds. It can help educators brainstorm ideas, differentiate resources, provide feedback and reduce time spent on repetitive administrative tasks. It can also support students as a creative partner, research assistant and thinking companion.

However, easy access to sophisticated AI-generated content also raises important questions. What does authentic student work now look like? How can teachers assess understanding rather than simply evaluate a polished final product? How do we help students use AI safely, ethically and transparently?

A key message from the presentation was that AI may change how we teach, learn and assess, but it does not diminish the importance of being human.

Our advantage lies in qualities such as curiosity, empathy, judgement, creativity, ethical reasoning and meaningful connection. These are not optional extras in education. They are central to the kind of people and communities we are trying to develop.

A highlight for me was seeing the work created by Marty from Sketch Group, a talented artist who visually captured the key ideas from my presentation as I spoke.

A valuable two days

Across both days, the strongest feature of the Summit was the opportunity to connect.

Whether I was MCing a theatre, recording a podcast, presenting to educators or signing books, the most valuable moments came through conversations with people who care deeply about education and the future of young people.

Events such as the National Education Summit remind us that educators do not need to navigate rapid technological and social change alone. By sharing our experiences, asking difficult questions and learning from one another, we can develop more thoughtful and human-centred responses.

Thank you to the National Education Summit team, the presenters, exhibitors, podcast guests, Amba Press and everyone who attended my session or stopped by for a conversation.

It was a busy, energising and inspiring two days, and a wonderful opportunity to celebrate the human advantage at the heart of education.

Tim Kitchen 9:56 am on September 2, 2026

Time-Saving Automation with AI

On Tuesday 1st September, I had the pleasure of facilitating a practical workshop titled Time-Saving Automation with AI for 19 non-teaching staff representing approximately 12 Victorian independent schools.

Designed specifically for school administrative and office staff, the workshop explored practical ways AI tools can help reduce repetitive work, streamline everyday processes and give staff more time to focus on the people and responsibilities that require human judgement and care.

It was great to see a number of participants who returned for more after attending my workshop titled – Generative AI Basics for School Administration on 11th August.

A poll conducted with the group revealed that generative AI is already becoming part of everyday administrative practice. Ten participants, or 53%, reported using generative AI daily, while another four, or 21%, said they use it several times a week. However, confidence has not necessarily kept pace with adoption. Fourteen participants, representing 74% of the group, described themselves as “still learning.” This included six of the ten daily users.

This was one of the most interesting findings from the workshop. Regular use does not automatically translate into confident, safe or effective practice. Staff may be experimenting frequently with AI while remaining uncertain about prompting, privacy, accuracy, appropriate use and the reliability of the information being generated.

Microsoft Copilot was the most widely used AI tool among the group, selected by 79% of respondents. Canva or Adobe Express AI features followed at 63%.

The most established applications were:

Drafting emails — 84%
Writing documents — 79%
Preparing meeting notes — 58%
Brainstorming ideas — 53%

These results reflect the immediate value that generative AI can offer administrative staff. Email and scheduling were also identified as the most time-consuming responsibilities, making them logical areas in which to explore safe and practical automation.

During the workshop, we examined how AI could assist with repetitive administrative tasks without removing human responsibility. The emphasis was not on handing entire roles over to AI, but on identifying small, recurring tasks where AI could provide a useful first draft, organise information, suggest a structure or accelerate an established process.

Participants were interested in applying AI to a broader range of practical tasks, including:

Organising files
Analysing spreadsheets
Drafting meeting notes
Creating standard letters and forms
Summarising documents
Responding to routine enquiries

The workshop highlighted the need for schools to establish clear guidance around approved AI tools, data privacy and human oversight.

Professional learning for non-teaching staff should be practical and closely connected to their roles. It should include opportunities to work with genuine administrative processes, learn how to check AI-generated outputs and understand how to handle confidential information safely.

The workshop reinforced that school administrative staff are not waiting for AI to arrive. Many are already using it regularly and are eager to develop more sophisticated workflows. The priority now is to ensure that adoption is supported by the confidence, guidance and safeguards needed to use these tools well.

When introduced thoughtfully, AI has the potential to take some repetitive work off the plates of busy school staff. However, the most effective approach will continue to combine the efficiency of AI with the experience, accountability and human judgement of the people who keep schools running.

Click here to find out more this series of events for non-teaching & teaching staff at ISV schools.

Click here to book Tim to work with your school (on-line or in-person)

Tim Kitchen 4:39 pm on August 28, 2026

Rethinking Assessment in the Age of AI

On 27th August 2026, I had the privilege of working with 22 teachers from about 10 different schools for a professional learning workshop hosted by ISV titled Rethinking Assessment in the Age of AI.

Generative AI is placing increasing pressure on many traditional forms of assessment. When students can produce polished essays, reports, images and presentations within seconds, it is becoming more difficult to determine what they genuinely understand and how much of the work reflects their own thinking.

However, the answer is not simply to return to handwritten examinations or rely on unreliable AI-detection tools. Instead, schools have an opportunity to design assessment that provides richer evidence of learning, makes students’ thinking more visible and values the learning journey as much as the final product.

The morning was devoted to exploring and discussing several important aspects of this challenge.

We began by considering why traditional assessment is under pressure and identifying the types of tasks that are particularly vulnerable to inappropriate AI use. Teachers reflected on whether some long-established assessment practices still provide trustworthy evidence of student learning.

From there, we explored ways of designing more AI-resilient assessment tasks. These approaches included making tasks more personal and contextual, incorporating opportunities for discussion and oral explanation, collecting evidence at different stages of the learning process and asking students to reflect on the choices they made.

A major focus was the principle of process over product. A polished final submission does not always reveal how a student developed an idea, responded to feedback, overcame difficulties or used AI and other forms of assistance. Digital portfolios can help address this problem by capturing drafts, research, feedback, reflections and evidence of revision over time. They provide teachers with a much clearer picture of how learning has developed.

We also examined practical principles for redesigning assessment through an AI lens. This involves asking questions such as:

What do we genuinely want students to learn?
What evidence would demonstrate that learning?
Which parts of the task should students complete independently?
Where might AI appropriately support the learning process?
How will students explain and take responsibility for their decisions?
What evidence of thinking and development should be collected along the way?

Podcasting was explored as one valuable alternative to conventional written assessment. A podcast requires students to understand their topic, organise their ideas, communicate clearly and make decisions about audience, tone and structure. It can also incorporate conversation, questioning and reflection, making it more difficult for students to submit material they do not understand.

We spent time examining how critical and creative thinking can be assessed more explicitly. Rather than treating these capabilities as vague qualities or judging only the final outcome, teachers can look for observable evidence. Critical thinking might involve evaluating sources, questioning assumptions, comparing perspectives and justifying conclusions. Creative thinking might be demonstrated through generating possibilities, experimenting with alternatives, making connections and refining an idea in response to feedback.

During the afternoon, the teachers moved from discussion to creation. Working in small groups and using Adobe Express, they were asked to produce either a podcast or a short animation addressing one of two topics: defining what critical thinking looks like or exploring how creative thinking might be assessed.

The results were very impressive. In a relatively short period, the groups transformed complex educational ideas into engaging and accessible multimedia pieces. The activity also modelled the kind of assessment we had been discussing throughout the day. Teachers needed to collaborate, interpret a challenging concept, generate ideas, make creative decisions and communicate their understanding to an audience.

Importantly, the task was not simply about producing a polished podcast or animation. The conversations, decisions, revisions and reflections that took place during its creation provided equally valuable evidence of learning.

Generative AI has exposed weaknesses in assessment practices that were already present. It has also given schools a powerful opportunity to reconsider what they value, what they assess and how students can best demonstrate genuine understanding.

Rethinking assessment in the age of AI is not about making every task resistant to technology. It is about designing assessment that values human thinking, creativity, judgement, communication and reflection. Yesterday’s workshop showed what is possible when educators are given the time to question established practices, experiment with new approaches and become learners and creators themselves.

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Tim Kitchen 1:21 pm on August 25, 2026

Maths Rethought: Reimagining Mathematics Education in an AI-Rich World

On 24 August 2026, Flinders Christian Community College hosted Maths Rethought at their Carram Downs Campus, a day of professional dialogue, live classroom demonstrations and practical exploration focused on the changing nature of mathematics education.

The event brought together school leaders, mathematics educators and education specialists to consider an important question: how can we best prepare students and teachers for learning, working and contributing in a rapidly changing, AI-rich world?

Luke Kerr, maths teacher at Flinders as well as the founder of Real Time Learning, was the brains behind this event which was partnered by Texas Instruments, Realtime Learning, Leigh Lancaster Consulting, IXL, Edunet and CTL.

The day began with a think tank involving members of the Flinders Christian Community College executive team. Our discussion explored the growing influence of artificial intelligence on education and the strategic directions schools may need to consider.

Rather than focusing only on particular AI tools, the conversation examined broader educational priorities. What knowledge, skills and human capabilities will students need? How should curriculum, pedagogy and assessment evolve when AI can generate sophisticated content almost instantly? How can schools support teachers to use emerging technologies safely, ethically and purposefully?

Following the think tank, mathematics teachers from several schools joined the event to observe a series of live teaching demonstrations. These sessions provided an opportunity to see experienced educators working with real students and to reflect on the decisions teachers make while learning is taking place.

Dr David Leigh-Lancaster and Antje Leigh-Lancaster (from Leigh Lancaster Consulting), conducted two live demonstrations. The first was a VCE mathematics lesson exploring modelling with circular functions. The second involved a Year 10 class working with quadratic functions. Both lessons demonstrated the importance of helping students move beyond simply applying a memorised formula or procedure. Through questioning, modelling and discussion, students were encouraged to recognise patterns, make connections and develop a deeper conceptual understanding of the mathematics.

Kelvin Finger from IXL Learning and Luke Kerr from Flinders then conducted a Year 9 lesson on linear graphs. Their session explored how understanding could be developed using PhET, Navigator and IXL. The combination of interactive simulations, visual representations and targeted practice enabled students to explore the relationships between variables and connect abstract mathematical ideas with more visible and dynamic representations. The lesson demonstrated how digital tools can complement one another when each is used for a clear educational purpose.

I had the opportunity to work with a Year 7 mathematics class on an activity that combined statistics, global data and digital storytelling. I would like to say a special thank you to Head of Mathematics Mrs Bethany Massey-Chase for allowing me to borrow her class for a double period.

Students explored statistics connected to data centres around the world. This was a particularly relevant context because data centres are essential to the operation of cloud computing and generative AI. They also raise important questions about energy consumption, water use, environmental impact and the growing global demand for digital infrastructure.

The students were challenged to interpret the statistics and transform what they discovered into a short video or animated story. This required them to do much more than reproduce information. They needed to decide which data was most significant, identify the story contained within it and communicate that story clearly to an audience.

By creating a video or animation, students could combine mathematical understanding with creativity, communication and digital literacy. They had to consider how graphs, numbers, narration, characters and visual elements could work together to make complex information meaningful.

This type of activity helps students recognise that mathematics is not isolated from the world around them. Statistics can help us investigate major global issues, evaluate claims and communicate evidence. Mathematics becomes not only something students calculate, but something they can use to understand and explain their world.

After the classroom demonstrations, the visiting teachers came together for an after-school professional learning session that I facilitated. The focus was on process over product and the use of digital portfolios through Adobe Express.

In an age when generative AI can produce a polished response in seconds, the final product alone may no longer provide sufficient evidence of student learning. Teachers increasingly need ways to see how students arrived at their conclusions, how their ideas developed and what decisions they made along the way.

Digital portfolios can help make this learning process visible. Students can document initial ideas, research, calculations, drafts, feedback, revisions and reflections. They can include photographs, videos, audio explanations, screen recordings and examples of work in progress.

Maths Rethought was a valuable reminder that meaningful educational change occurs when strategic thinking, classroom practice and professional collaboration come together. The day was not about abandoning established approaches to mathematics teaching or adopting technology simply because it is new. It was about thoughtfully examining what effective mathematics learning can look like in a changing world.

Across the think tank, live lessons, student storytelling activity and professional learning session, a consistent message emerged: technology is most valuable when it helps students think more deeply, explore ideas, make connections and communicate their understanding. As AI continues to influence education, the challenge for schools is not merely to keep pace with new tools. It is to ensure that learning remains purposeful, intellectually demanding, creative and deeply human.

My sincere thanks to Flinders Christian Community College for hosting the event, to the school leaders and visiting teachers who contributed to the professional dialogue, and to Dr David Leigh-Lancaster, Antje, Kelvin Finger and Luke Kerr for making their teaching practice visible.

It was particularly enjoyable to work with the Leigh-Lancaster’s who I haven’t seem for over 30 years when we all worked at Kingswood College together in the early 1990s.

Most importantly, thank you to the Flinders students who participated so enthusiastically and reminded us that the best conversations about the future of education should always remain centred on learners.

Luke Kerr, Kelvin Finger, Antje Leigh-Lancaster, Dr David Leigh-Lancaster & Dr Tim Kitchen

Tim Kitchen 9:17 am on August 21, 2026

My First Book with Amba Press

My first book with Amba Press is now available to pre-order before it is officially published in November, 2026.

The Human Advantage: Teaching, Learning and Leading in a Gen AI World.

More info here

Drawing on more than 35 years across classrooms, school leadership and education consultancy, the book explores an idea I believe is becoming increasingly important:

AI hasn’t necessarily created many of the challenges schools are facing. It has exposed them.

And that creates an opportunity.

As intelligent machines become increasingly capable, education needs to place even greater value on the capabilities that make us distinctly human:

Curiosity
Creativity
Critical thinking
Empathy
Discernment
Ethical judgement

My new book is designed as a practical resource for teachers and school leaders. It includes strategies, classroom activities and frameworks to help educators rethink curriculum and assessment, embrace AI wisely and ethically, and keep people at the centre of learning.

Because the future of education shouldn’t be about humans competing with machines. It should be about helping young people develop the capabilities machines cannot replace.

Great teaching, now more than ever, is a deeply human endeavour.

Let your networks know about this new publication.

Tim Kitchen 4:00 pm on August 14, 2026

Connecting Educators Through Safe, Ethical and Inclusive AI

On Wednesday 12 August, I had the pleasure of facilitating a hybrid professional learning workshop at the wonderful Frankston East Primary School for approximately 30 teachers from nine schools across Victoria and South Australia.

The workshop was part of The Connection, an initiative working in partnership with The Smith Family to improve student outcomes in communities experiencing disadvantage. The program brings educators and school leaders together to exchange ideas, share effective practices and build strong professional relationships across schools.

With some participants joining us in Frankston and others connecting online, the hybrid format reflected the collaborative spirit of the program. Although the teachers represented different schools, communities and contexts, they shared a commitment to improving learning opportunities for their students.

Moving beyond the AI hype

Our focus was the safe, ethical and inclusive use of artificial intelligence to enhance creativity and engagement in the classroom.

Generative AI can help students brainstorm, receive feedback, explore different perspectives and express their ideas in new ways. However, its value depends greatly on how the technology is introduced, supported and embedded within learning.

The goal should never be to use AI simply because it is available. It should be used deliberately, transparently and only when it offers a genuine benefit for teachers and learners.

We used Gemini Notebook to allow AI to create a podcast but then took it to the next creative level by building our own podcasts using Adobe Podcast. Some of the education advantage of working with podcasts include:

A podcast lets you share ideas with potentially a wider audience than just your classroom.
Planning and recording a podcast teaches you to organise your thoughts, speak confidently, and get your message across.
Choose your topic, write a script, add music and sound effects — podcasting lets your creativity run wild!
Listeners can tune in whenever suits them — on the bus, at home, or during lunch. It fits around their lives.
Recording, editing, and publishing a podcast builds real-world tech skills that are valued in today’s world.
Podcasting is brilliant for teamwork. Research together, interview each other, and produce something you’re proud of.

Then we used the animation & video editing features within Adobe Express to build an animated introduction for our podcasts.

The feedback

The feedback from the participants was outstanding with:

100% of participants agreed or strongly agreed that the session content was useful, engaging and would inform their work as a leader
100% agreed or strongly agreed that they acquired new knowledge and skills

I would like to thank Nick Johns and Luci McFarlane from The Connection & The Smith Family for organising this event as well Warren Bull, the Principal of Frankston East Primary for hosting.

Most importantly, thank you to the participating teachers for their openness, curiosity and commitment to using technology in ways that keep learning, creativity, inclusion and human relationships at the centre.

If you would like to book me for similar events at your school or network, click here.

Tim Kitchen 11:42 am on August 14, 2026

CTL – August 2026 Update

August is shaping up to be another busy and exciting month for CTL, with new podcast episodes, professional learning opportunities, events and resources for school leaders, teachers and school support staff.

The Kitchen Think podcast/vodcast

Episode 5 of The Kitchen Think podcast/vodcast recently dropped titled – “eSafety Report – When AI Becomes Someone to Talk To”

Look up The Kitchen Think on Spotify, Apple Podcasts or YouTube or find access via https://timkitchen.net/podcast/

The series is designed for busy teachers and school leaders looking for practical, thoughtful and balanced conversations about safe and ethical AI integration, creativity, assessment redesign, digital literacy and the future of education.

Podcasting at your school

If you’re interested in exploring podcasting or vodcasting as an engaging assessment option (particularly valuable in an AI-dominated landscape) I’d be delighted to support you through an in-person or online workshop. I regularly work with students and teachers to explore the educational value of podcasting using Adobe Podcast, or, for more advanced audio production, Adobe Audition.

Podcasting provides an authentic way for students to share ideas, strengthen communication skills, build creativity and digital literacy, and collaborate with others. Click here to book a session.

Educator Intelligence Live — 6 November

I’m delighted to be involved as a facilitator at Educator Intelligence Live on Friday 6 November.

This will be Australia’s national day of hands-on AI professional learning, taking place simultaneously across seven city hubs – Melbourne, Sydney, Canberra, Brisbane, Adelaide, Perth and Launceston, with an online option for those unable to attend in person.

The program is being designed for teachers, school leaders and support staff, with practical workshops covering curriculum and assessment, responsible AI use, policy and governance, community engagement, student and staff wellbeing, administration and school operations.

Importantly, this isn’t another event focused only on where AI might take education one day. It is a practical working day built around what educators can use on Monday morning.

Find out more.

Early-bird registrations close on 31 August.

Professional learning for Victorian independent schools

Throughout Semester 2, I’m partnering with Independent Schools Victoria to facilitate a series of practical professional learning events for teaching and non-teaching staff.

Topics include:

Rethinking Assessment in the Age of AI
Time-Saving Automation with AI
Teaching in the Age of Generative AI
Creating Visual Content Without Design Skills
Working Smarter with PDFs
AI for Everyday Communication

All face-to-face sessions are held at the ISV office in West Melbourne and include an online follow-up. Thanks to grant funding secured by ISV, the course fees are fully funded, with only a small administration fee applying.

Find out more.

MATHS RETHOUGHT — 24 August

Attention Melbourne Mathematics teachers. Get involved in the MATHS RETHOUGHT event on Monday 24 August.

This event offers an opportunity for educators to step back and reconsider how mathematics can be taught and experienced, particularly at a time when technology and generative AI are changing the skills, processes and learning experiences we value.

Find out more and register for MATHS RETHOUGHT

National Education Summit Melbourne

The National Education Summit returns to the Melbourne Convention and Exhibition Centre on Thursday 3 and Friday 4 September, and I’ll be involved in several ways across the two days.

I’ll be:

MCing the Early Stages theatre
Presenting The Human Advantage—How Teaching and Learning Is Changing in an AI-Rich World
Recording a live episode of The Kitchen Think
Signing and discussing my books in the Book Nook

The live podcast recording will feature conversations with Adrian Cotterell about assessment and AI-detection software, and Tori Spicer-Stuart about AI integration at Beaconhills College and what it means to remain human in a world of generative AI.

There is a huge range of professional learning, exhibitions and free sessions available across the Summit.

Explore the National Education Summit Melbourne program

New Booklet Resource

Volume 1 of the Top DigiTips for Busy Teachers booklet is now available via Amazon for AUD $18.89
This is a practical, companion for the YouTube series designed to help educators confidently navigate the rapidly evolving world of educational technology and generative AI.

New set of presentations/workshops

Below are some of the presentation/workshops that I am currently sharing with schools. Have a think if any are relevant for your school?

Taking control of AI in your school
Talking to AI – How great prompts unlock great answers
Who owns AI generated work? … and how should we use it fairly?
When does Gen AI support learning … and when does it cross the line?
Your feed is watching you. How AI shapes what we see, believe and share online.
AI has a hidden cost – energy, water, carbon, e-waste
Rethinking Assessment in the Age of AI
Gen AI Basics for School Administration
Engaging students with digital creativity using Adobe Express

Contact me if any of the above topics interest your school

AI Governance support

As generative AI rapidly reshapes education, many school leaders are recognising the need for clear governance, practical policies, and sustainable implementation strategies. CulturePathAI works alongside school leadership teams to build the foundations for safe, ethical, and effective AI adoption through a strong governance-first approach.

I am very pleased to be part of the CulturePathAI team as a Senior Consultant and encourage your school or school system to see how we can help.Look up CulturePathAI

Tim Kitchen 9:31 pm on August 12, 2026

The first of many ISV events

On Tuesday 11 August 2026, I had the pleasure of working with about 35 non-teaching staff from around 14 Victorian Independent schools for a half-day workshop titled Generative AI Basics for School Administration.

Administrative and professional support staff are essential to the effective operation of every school. They manage communications, enrolments, meetings, schedules, records, events, data and countless other responsibilities, often while responding to competing priorities and tight deadlines. This workshop explored how generative AI can support this important work by saving time, strengthening communication and assisting with repetitive tasks, while keeping human judgement firmly at the centre.

An anonymous survey at the beginning of the workshop revealed a group with varied levels of experience and confidence. Of the 33 participants who responded to the opening question, only two said they had a clear understanding of generative AI and how it works. Eighteen (just over half) had a general idea but did not feel they could explain it confidently, while 12 had heard the term but were unsure what it meant. One participant was starting completely from scratch.

We began by unpacking what generative AI is and, just as importantly, what it is not. We explored how large language models generate responses by identifying patterns and predicting likely content rather than thinking, understanding or checking facts in the way a person would.

This provided an important foundation for the rest of the workshop. Generative AI can produce remarkably useful results, but its outputs still require careful human review. Staff need to remain alert to hallucinations, bias, outdated information and confidently presented inaccuracies.

A demonstration of Google’s Gemini Notebook showed how AI can work with a selected collection of trusted source material. We examined its potential to summarise documents, identify themes, answer questions and help staff navigate lengthy policies and reference materials.

We also explored the automated production of meeting notes, summaries, action items and draft minutes. These tools can significantly reduce administrative workload, provided participants are informed, the recording or transcription process complies with school policy, and the resulting notes are checked for accuracy.

Further activities looked at using AI to assist with scheduling, event planning, task lists, timelines and organisational workflows. The goal was not to hand important decisions over to AI, but to use it as a capable assistant that can help develop a starting point and reduce repetitive work.

Another hands-on activity explored the creation of visual content with generative AI. Participants considered how school administration teams might produce safe and engaging images for newsletters, event promotions, presentations, signage and community communications.

We discussed the need to consider copyright, representation, bias and the potential misuse of realistic imagery. Generative AI can make visual communication faster and more accessible, but schools still need clear expectations about what is appropriate to create and publish.

More events like this for Victorian Independent School teachers can be found here.

Other schools can book me for similar sessions via here.

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Tim Kitchen 8:29 am on August 9, 2026

A Day of Creative Learning at Braybrook College

It was a pleasure to return to Braybrook College in Melbourne’s west for a full day of workshops with Year 10 Contemporary Drawing students, Year 11 Art students, and Year 11 and 12 Visual Communication Design students and their teachers.

Exploring generative AI safely and ethically

The central focus of each session was the safe, ethical and purposeful use of generative AI. Rather than simply demonstrating what the technology can produce, we explored how students can use AI to enhance their learning and creative thinking without allowing it to replace their ideas, judgement or individual voice.

Students were introduced to Google’s NotebookLM and explored how it can be used as a research and learning assistant. Because NotebookLM works with sources selected by the user, it can help students interrogate documents, organise information, generate questions and identify connections between ideas. Importantly, we discussed why students must still evaluate its responses and remain responsible for the accuracy and quality of their work.

This led to valuable conversations about AI hallucinations—the inaccurate or fabricated information that generative AI systems can sometimes present confidently as fact. We also examined how bias can appear in AI-generated responses and images because these systems are influenced by the data on which they have been trained.

Students were encouraged to approach AI output with healthy scepticism by asking questions such as:

Where did this information come from?
Can I confirm it through another reliable source?
Whose perspectives may be missing?
Is the response presenting an assumption or stereotype?
How much of the final thinking and decision-making remains my own?

These are increasingly important habits, not only for using AI but also for navigating information more broadly.

Connecting AI with creative practice

With the Year 10 Contemporary Drawing and Year 11 Art students, we also explored some of the newer AI-powered features available in Adobe Photoshop.

The emphasis was not on having AI create the artwork for students. Instead, we considered how these tools might support experimentation, visualisation, editing and the exploration of alternative creative directions. Used thoughtfully, AI can become part of an iterative creative process, helping students test possibilities while ensuring that the concept, purpose and final decisions remain human.

I also provided students and teachers with practical resources to help them develop their skills with Adobe tools beyond the workshop. These resources will allow them to revisit the techniques we explored and continue building their confidence through experimentation and practice.

Previous connections with Braybrook

My connection with Braybrook stretches back many years. During my time at Adobe, groups of Braybrook students visited the Adobe Melbourne office annually through the Australian Business and Community Network (ABCN) mentoring program. These visits were always a highlight, providing opportunities for students to explore the creative industries, meet professionals and experience a contemporary workplace.

I would like to thank teachers Claire Manning and Loc Nguyen for organising the day.

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Tim Kitchen 10:37 am on August 4, 2026

When AI Becomes Someone to Talk To

What the eSafety Commissioner’s new research reveals about children’s use of AI assistants and companions, and why schools need to widen the conversation beyond homework and cheating.

A student sits down after school. They don’t call a friend or wander into the kitchen to talk with a parent. Instead, they open an app and start typing about their day, their worries and confine to the technology what they may fear sharing with the people in their lives.

The app replies warmly. It is patient, never seems to judge and is available whenever they want to talk.

New research from Australia’s eSafety Commissioner suggests that this is becoming a familiar experience for many Australian children. Released on 3 August 2026, Talking to machines: Children’s experiences with AI assistants and companions should be essential reading for teachers, school leaders and parents.

The report shows that young people are doing much more than using generative AI to find information, complete homework or improve their writing. Many are also turning to it for advice, reassurance, companionship and emotional support.

Made with ChatGPT 5.6 and Adobe Photoshop

AI is already part of everyday childhood

The eSafety Commissioner surveyed 1,950 Australian children aged 10 to 17 between 2 February and 4 March 2026. Seventy-eight per cent had used an AI assistant such as ChatGPT, Gemini or Copilot. ChatGPT alone had been used by 70 per cent of respondents. The report estimates that around 1.9 million Australian children have now used an AI assistant.

AI companions, services built more deliberately around friendship, role play and emotional connection, were less common but still far from rare. Eight per cent of those surveyed, an estimated 200,000 children, had used one, with Character.AI the best-known example.

It’s not only how many children are using these tools that matters. It’s how often they use them. Among those who had tried an AI assistant or companion, one in five used them every day or even more frequently. Across the whole sample, that works out to 16 per cent using AI at least daily.

This isn’t niche behaviour anymore. For many young people, AI is simply becoming another everyday part of growing up, much as social media did a decade ago.

More than homework help

The report distinguishes between AI assistants, designed to complete tasks and answer questions, and AI companions, which are built around conversation and emotional connection. For young people, though, that distinction often doesn’t mean much.

More than half of the children who had used either type of tool said they had used it for personal or social reasons. They asked for advice about difficult situations, physical health, friendships and mental wellbeing. Others chatted about feelings or simply spent time talking about things they enjoyed.

Half of the children who had used an AI assistant had used it for at least one personal or social purpose. Almost half of ChatGPT’s young users reported doing the same.

Schools often think of ChatGPT as the tool students use to draft essays or answer homework questions. The report suggests it is also becoming someone students confide in. Many school AI policies, and much of the professional learning around AI, are still focused on plagiarism, assessment and academic integrity. Those conversations remain important, but they no longer capture the full picture.

For many students, what starts as a practical tool gradually becomes something more familiar. As they return to it again and again, sharing personal thoughts begins to feel natural. An assistant slowly starts to feel like a companion, whether it was designed that way or not.

A growing duty-of-care issue

It’s easy to understand why a young person might choose to talk to AI. It is available late at night. It never looks embarrassed. It doesn’t seem impatient or dismissive. Saying something difficult to a machine can feel easier than saying it to another person.

The difficulty is that simulated empathy is still simulated. An AI tool does not know the child using it. It has no responsibility for their wellbeing and cannot reliably recognise when a conversation has reached the point where a trusted adult or qualified professional needs to step in.

The report also reminds us that these interactions are not always safe. One in five children who had used an AI assistant or companion reported at least one potentially harmful or inappropriate experience. Thirteen per cent said a tool had tried to control them in some way. Nine per cent encountered hateful content about groups of people. Six per cent received harmful advice, another six per cent experienced offensive or bullying behaviour, and five per cent of teenage users reported being shown sexual material or engaging in sexual conversations with an AI tool.

Some young people appear particularly vulnerable. Children with a diagnosed mental health condition and sexually diverse teenagers were more likely to use AI companions and more likely to seek personal advice from AI. Nearly two in five children with a diagnosed mental health condition had asked an AI tool for mental health or wellbeing advice. Sexually diverse teenagers were also more likely than their straight peers to use AI for personal, social and romantic conversations.

None of this means those students should be judged for using AI. In many cases, the technology is filling a gap where trusted relationships or professional support feel difficult to access. That makes their choices understandable. It also means the stakes are higher when the advice they receive is inaccurate, manipulative or harmful.

The report raises another concern. Very few children knew how to report problems. Only 11 per cent said every AI tool they had used included a clear reporting mechanism. More than half weren’t even sure whether reporting was possible.

Schools need a broader conversation

Schools have already invested considerable time thinking about AI. Much of that work has centred on assessment, authorship and academic integrity. That conversation now needs to become much broader.

AI use touches teaching and learning, digital citizenship, privacy, safeguarding and student wellbeing. School counsellors and wellbeing teams should be part of AI planning alongside curriculum leaders, digital learning staff and IT teams.

Students also need more than prompt-writing skills. They need to understand that a response which feels warm and convincing can still be wrong. Apparent empathy is generated rather than felt. Private conversations may not remain private. Serious questions about health, safety or wellbeing belong with trusted adults and qualified professionals, not chatbots.

Schools should also make the pathway to human support obvious. Students need to know who they can talk to, how to report an unsettling AI interaction and that asking for help will be met with support, not embarrassment.

Helping parents understand

Parents have an important role as well. The report found that most parents knew when their child was using an AI assistant. Awareness dropped sharply when it came to AI companions. Fewer than half realised their child had used one.

One finding stood out. Parents who had used AI themselves were much more aware of how their children were engaging with it.

There is a simple lesson here. Rather than avoiding these tools, parents should spend time exploring them. The goal isn’t surveillance or checking every conversation. It’s understanding why these interactions can feel so natural and persuasive, and creating opportunities to talk about them.

Questions such as, “What do you like asking AI?”, “Has it ever said something that didn’t feel right?”, “What would you never share with it?” or “Who would you talk to if an AI conversation worried you?” open the door to discussion without turning it into an interrogation.

Keeping a human hand within reach

The language children use to explain why they like AI is telling. They describe it as private, always available and free from judgement. Those aren’t just features of a chatbot. They point to needs that many young people are trying to meet.

The answer isn’t to shame students for talking to AI. It’s to make sure the people around them, parents, teachers, friends, counsellors and coaches, are just as approachable, just as willing to listen, and easier to reach when it matters.

Where strong relationships already exist, AI can sit alongside them. A student might use it to organise their thoughts, practise a difficult conversation or work out what they want to ask a trusted adult. When those relationships are missing, or simply harder to access, the technology starts filling a space that really belongs to people.

That is the question raised by Talking to machines. It isn’t whether children are using AI. We already know they are, and in large numbers. The real question is whether the adults in their lives understand how those conversations are changing, and whether a trusted person is still within reach when a chatbot isn’t enough.

Our job isn’t simply to teach students how to use AI well. It’s to help them recognise the moments when the better conversation is with another human being.

Read the report

eSafety Commissioner, Talking to machines: Children’s experiences with AI assistants and companions (August 2026).

AI Attribution

This article was developed with the assistance of generative artificial intelligence tools, including ChatGPT 5.6 (OpenAI) and Claude Sonnet 5 (Anthropic). These tools were used to support idea generation, drafting, editing, proofreading and the refinement of language. All content was reviewed, verified, edited and approved by the author, who accepts full responsibility for the accuracy, interpretation and final published version.

If you would like Dr Tim Kitchen to work with your school either in-person or online, contact him via – https://timkitchen.net/ctl/