The Principal’s view
I recently attended an eye-opening presentation by Australia’s favourite “maths nerd,” Adam Spencer, where he explored the game-changing rise of AI technologies across industries, particularly in education. Adam didn’t just focus on ChatGPT—he showcased a range of AI tools like Claude, Co-pilot, Adobe AI, and Gamma, and how they’re reshaping the way we work, learn, and create.
One of the biggest takeaways was his startling claim that 90% of us aren’t using more than 10% of the technology available to us. To truly harness AI’s potential, Adam stressed the need to integrate these systems into our everyday lives and classrooms. These tools aren’t just futuristic—they’re here now, ready to boost productivity, creativity, and learning for those willing to embrace them.
Adam also raised the issue of misinformation, emphasising that education needs to teach students to fact-check AI-generated content. As AI grows more powerful, so does our responsibility to verify what it produces.
He left us with a challenge: The generation using AI daily is coming—are you ready to be part of it? The revolution is already underway, and education, business, and creativity will never be the same.
And here’s the kicker: Did I write this summary, or did ChatGPT? Maybe both. But in the end, does it even matter? That’s the future we’re stepping into.
Jade Aim, Principal and WAPPA Board Member
The Deputy’s View
My first WAPPA conference was more than a chance to share ideas with other new deputies plus those with years of experience under their belt; it was an opportunity to see incredible thought leaders in and out of education speak too. ‘The GPT Revolution’ by Adam Spencer was one such talk, and it certainly didn’t disappoint.
Right off the bat, Adam emphasised the significance of ChatGPT and the profound impact that this Large Language Model has had in less than two years. When around 80% of conference delegates raised their hands in response to the question “who here has used ChatGPT at least once?”, he noted that just twelve months ago only a handful of attendees would have done the same. He then doubled down on his message with Justin Trudeau’s 2018 quote “the pace of change has never been this fast before, and it will never be this slow again”.
As excitement (and some anxiety!) grew in the room, Adam reassured us by pointing out some limitations of current LLM offerings. A straightforward maths question horribly mangled by the language-based algorithm. The ease with which ChatGPT’s inbuilt ‘conscience’ can be circumvented with a carefully worded prompt, so that it gives you a detailed description of the most efficient way to break into a house. Both served as examples of why we don’t need to worry about the programs being more ‘intelligent’ than us – yet.
We then embarked on a rollercoaster ride starting with positive impact AI can have on our lives, from a program that’ll create a serviceable slide deck in seconds, to one that’ll craft the corniest C&W track you’ve heard in a long time (“drinking turpentine ain’t where it’s at”, anyone?). Swiftly followed by some of the worst: a flood of convincingly written fake news with serious implications for democracy, the risk of accidental release of private information or the purposeful distribution of deepfake imagery being just a few examples.
As educators, we’re in the midst of the AI story as it unfolds. As we navigate ensuring it improves our lives as much as possible, we shoulder responsibility for guiding our students to achieve the same. We’ve moved beyond vainly trying to hold back the tide by blocking ChatGPT, and are hurriedly preparing for the arrival of ‘Generation AI’. New assessment types leveraging AI have already been trialled with medical students at a prestigious NSW university, we are just months away from the release of locked-off educational programs able to interact with students using Socratic questioning, and down the line Adam predicts changes not only to curriculum but to the very nature of schooling, with multi-age classes possibly becoming the new reality in an AI world. Oh, and it’ll also remind you where you left your keys…
Bill Ellis, Deputy Principal and WAPPA Member
The Aspirants View
Adam Spencer’s presentation on “The GPT Revolution” was more than just an exploration of cutting-edge technology—it was a call to action for those of us aspiring to leadership roles in education. Spencer explained that GPT technologies work through language input, continuously learning and evolving, and pointed out that “90% of us don’t get more than 10% of what we could from technology.” This made me reflect not only on my own use of technology but on how I can harness its potential as a future leader.
While the immediate benefits of GPT, such as reducing workload and streamlining tasks, are clear, what really struck me was the broader leadership challenge. It’s not just about using these tools in the classroom; it’s about guiding staff to see the transformative possibilities they offer. In fact, I even used GPT to help me write this article, a testament to its practical impact! Integrating these systems effectively could be a game-changer, and as a leader, it will be essential for me to encourage my staff to adopt these tools with intention and purpose.
Spencer’s emphasis on combating misinformation also pushed me to think critically about the skills we need to foster in our students. As technology becomes more prevalent, so does the need for critical thinking and digital literacy. As a leader, this means actively supporting my staff in teaching these skills, ensuring that our students are prepared for the digital world they’re entering.
Perhaps the most powerful takeaway for me was Spencer’s observation that “the finishing line is racing away.” It was a reminder that as education evolves more slowly than technology, we, as future leaders, must embrace change and drive innovation within our schools. This talk reinforced the importance of not shying away from technological advancements but instead leading staff in meaningful conversations about how to integrate these tools in ways that benefit both students and teachers.
The pace of technological advancement should not be viewed as an obstacle, but rather as an opportunity to reimagine how we teach and lead.
Chantelle Branley, Senior Teacher and WAPPA Aspirant Member