From “I don't want to use it” to “I want to actively integrate it”

Most AI training for teachers is a single day. Someone comes in, shows the tools, leaves a slide deck, and a fortnight later nothing has changed. The day looked good. The practice didn’t move.

The AI Replay workshops were built the other way around: a three-part series over time, with live support and people bringing back what they’d tried since the last session. The thing that actually shifts behaviour, collaboration and practice between sessions, was built in from the start.

What changed

It was a small group, which is honest to say, and that’s also why the shifts were visible one teacher at a time. One primary teacher’s confidence moved from 4 to 8 across the series, and she described the structure making AI “feel accessible and empowering” even with “little to no prior experience using AI in education.” Another described going “from being someone who doesn’t want to use it, to someone who [wants] to actively integrate it,” and put the deeper point better than I could: “I discovered that AI doesn’t deprive you of critical thinking, it actually helps you think deeper and refocus brain power on what actually matters.”

Brian, a Head of Curriculum in Technology, valued something a one-off day can never give: finally having the time to “connect with other [AI] teachers to see what they are doing.”

Why it worked

That collaborative, over-time model is the whole point. A reluctant teacher who now reaches for AI on their own terms is worth more than a confident one who used it once for the workshop and never again. That shift comes from staying alongside people over weeks, which is exactly how a Littlejohns partnership is built.

One tactical idea a week on AI in schools: the Littlejohns Letter.