4S Framework for AI in Education

4s Framework – an origin story

As I stepped into the bustling corridors of Pymble for the first time, the weight of my new title, ‘Director of Innovative Technology’, rested heavily on my shoulders. Innovation – a word that seemed as grand and complex as the intricate web of classrooms and learning spaces that lay before me. As I wandered through these classrooms in 2016, a daunting realisation struck me. The kaleidoscope of audio-visual technology scattered across the rooms was like a tapestry of technological history. From outdated interfaces to mismatched adaptors, the technology wasn’t just disparate; it was a barrier. The word ‘innovation’ suddenly felt like a hurdle rather than an aspiration. How could I encourage innovation among a staff mistrustful of technology, faced with AV that seemed more inhibiting than inspiring? My initial excitement gave way to a sobering thought: Could my grand title be setting me up for failure? With a spark of insight, I understood what needed to be done. The title ‘Director of Working Technology’ seemed more apt for the task at hand was not to leap into the future but to mend the present. The technology had to be not just functional but frictionless. It needed to be Seamless, setting the stage for the Superior innovation that would follow. It was then that the first two elements of what would later become the ‘4S’ change framework were born. Seamless as a precursor to Superior—or, with less alliteration, technology must be frictionless and easy to use before people will innovate with it.

That first year at Pymble was not about flashy advancements or ground-breaking discoveries; it was about laying the foundation, smoothing the path and instilling trust. And in that process, I uncovered a simple truth that would guide my approach to technology and innovation for years to come: to move forward, one must first make sure the ground is firm underfoot. As my time at Pymble unfolded, the technological journey deepened, and so did my understanding of the principles that should guide it. The next layers of the ‘4S’ change framework emerged not from lofty theories or abstract ideas but from the very heart of our daily experiences at the school.

Safety first

The first lesson came in the form of a stark question: ‘Is it safe?’ Safety became the bedrock, the non-negotiable starting point. Whether it was our data, play spaces, software, or even the wellbeing of our community, safety was paramount. If something wasn’t safe, it simply wasn’t happening. This was the first ‘S’ – the foundation upon which all else would be built. But ensuring safety was only part of the equation. The true innovation journey began with understanding the needs, aspirations, and dreams of those we were serving. This led to the next ‘S’, third in the order, but no less significant: Supportive.
To innovate meant not imposing technology upon people but aligning it with their individual goals and needs. It meant asking not what technology could do in a vacuum but what it could do for the teachers, students, and staff at Pymble. Supportive technology was not about pushing boundaries for the sake of progress but about empowering people to level up, enabling them to deliver on their own agenda first.
Ensuring that technology is supportive was a lesson in empathy and human-centered design, a reminder that technology’s ultimate purpose is not to dazzle but to serve. Embracing user-based design places people at the core of innovation, ensuring that the path to the future is not a solitary road but one lined with individuals for whom technology is not an obstacle but a bridge.
The ‘4S’ framework was now complete: Safe, Seamless, Supportive, Superior. Together, these elements provided a compass, guiding not just the technological journey at Pymble but an approach that could be applied to innovation generally. The 4S framework puts people at the centre of technology and a testament that true innovation comes not from mere tools and machines but from understanding, compassion and a relentless focus on the people we seek to uplift.

Applying the 4S Framework to AI in Education

The 4S Framework represents a holistic approach to the evaluation and implementation of generative Artificial Intelligence (AI) in education, embodying the critical stages from safety to superiority. Generative AI refers to the new suite of tools that allows computers to create. We are all used to google as an example of a computer tool that can help you know something, but generative AI is different in that it will create new text, image or sounds based on various prompts provided by users. The 4S Framework provides a robust structure for evaluating and implementing AI in the education sector. It serves as a roadmap, guiding us through the necessary stages, ensuring that AI technology, when introduced into the learning environment, can be successfully adopted, and truly enrich the educational experience.

Safe – If it’s not on… it’s not on.

As the primary foundation of this framework, the element of safety takes precedence. The advent of any novel technology in education necessitates thorough vetting to ensure the privacy and data security of all participants. Furthermore, ethical considerations must be evaluated within the learning environment to protect the students’ intellectual growth and integrity. This level focuses on effective risk management and requires diligent examination of whether assessments accurately measure the students’ growth, achievements and mastery. The intent here is to create a nurturing environment conducive to learning, without compromising on the crucial aspects of personal and data safety.

Seamless – If it’s frustrating, it won’t be used.

Upon successfully establishing a safe AI environment, the next level focuses on ensuring seamlessness in technology adoption. This is integral because any friction or perceived complexity could potentially deter users and thereby diminish the rate of its acceptance. It is interesting to note that while safety is a precursor to seamlessness, striking a balance between the two can often be a challenging endeavour, as increased user-friendliness may inadvertently compromise safety measures. The goal here is to promote adoption by minimising friction and make AI in education processes more streamlined.

Supportive – meet needs before targets.

This level emphasises the pivotal role of AI in providing support aligned with the students’ and teachers’ needs and goals. While the long-term aim is to expand capabilities and efficiencies, it is essential first to ascertain that AI facilitates users’ existing goals effectively. This idea draws on the principles of user-based design, where the primary focus is meeting the user’s specific needs. AI tools and solutions, therefore, need to be designed and implemented with a deep understanding of the users’ perspectives and requirements.

Superior – change, elevate, amplify.

Having established AI as safe, seamless, and supportive, the final ‘S’ is superiority. This stage is about leveraging AI to elevate the quality and outcomes of education beyond its traditional limitations. Superiority could manifest in various forms such as providing tailored feedback, allocating targeted tasks to stimulate intellectual growth, or enhancing the overall learning output. The emphasis here is not just on catering to the individual’s needs but on enhancing the entire educational system.

How Can we Elevate learning with AI?

With the ‘4S’ framework firmly in place – Safe, Seamless, Supportive, Superior – we now find ourselves at the threshold of a new horizon: an AI-enabled future. But as we stand at this crossroad, it’s essential to chart a course that remains true to the principles that have guided us thus far. We need a clear North Star to illuminate our path, one that ensures we continue to uphold the values of our community as we explore the vast potentials that AI opens up to us.
First and foremost, we must reaffirm our commitment to Safety. As AI becomes increasingly integral to our daily lives, we must vigilantly guard against potential pitfalls, ensuring that our data, systems, and wellbeing remain secure. From ethical considerations to technical safeguards, safety must be our unwavering priority, for an unsafe future is no future at all.
Next, we must strive to make this new world of AI as Seamless as possible. The integration of AI into our systems, tools, and processes must be done with care and precision, ensuring that the transition is smooth, intuitive, and free from friction. We must avoid the trap of complexity, remembering that true innovation is found in simplicity and ease of use.
The third guiding star is Support. As we navigate this new landscape, we must continue to place our students and staff at the heart of all we do. We must invest in training, resources, and support systems that enable them to grow and adapt to this changing world. Technology should be a tool that empowers, not a burden that overwhelms. Our goal must be to create an environment where AI is not a distant concept but an accessible ally.
Finally, we turn our eyes to the Superior opportunity that AI enables. With the first three S’s in place, we can confidently pursue excellence, pushing the boundaries of what’s possible. From enhancing educational outcomes to creating more efficient processes, the potential is limitless. But we must approach it with wisdom, aligning our efforts with the real needs and values of our community.
As we embark on this exciting journey towards an AI-enabled future, the ‘4S’ framework serves as a beacon, ensuring that we move forward with purpose, integrity, and a deep respect for the human element that lies at the heart of innovation. It is not merely a path to technological advancement but a roadmap to a future where technology enhances, enriches, and elevates our shared human experience. The compass is set, the North Star is in sight, and the future awaits, guided by the principles that have brought us to this promising frontier.
However, AI is not necessarily the shiny beacon of hope. Perhaps AI is something to be tamed and contained to ensure the continued viability of assessment tasks and avoided to ensure student’s mastery of skills and understanding, rather than a new way for them to circumvent growth and game the system.