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Why do we make chips out of silicon?

5 March 2026

The science behind the chips that power your tech

You use it every day—your phone, your laptop, even your smart fridge—but have you ever stopped to think about why everything runs on silicon?

It turns out the answer is surprisingly simple: silicon is cheap. But as we all know, cheap doesn’t always mean good. In this case, though, it’s a bit of both.

Silicon: Common as muck, clever as anything

Silicon makes up more than a quarter of the Earth’s crust. So yes, you’ve probably walked over the next-generation processor material on your way to the shops. But being common isn’t enough. Pigeons are common, and no one’s building supercomputers out of those.

What makes silicon so special is that it’s a semiconductor. It’s not fully conductive like metal, and not fully resistive like rubber. It sits perfectly in the middle—just right. And when we use a clever bit of science called doping, we can control how it behaves electrically. That’s a game-changer when you’re trying to squeeze billions of transistors onto a chip the size of a fingernail (without setting it on fire).

Could we use anything else?

Sure—materials like germanium, gallium arsenide, or silicon carbide offer some exciting benefits. Faster speeds, better heat resistance, sassier conductivity. But they also come with major drawbacks: they’re expensive, fragile, or hard to produce in large quantities. Basically, they’re the tech equivalent of ordering a gold-plated pizza.

The Margherita of microchips

Silicon wins because it’s the perfect blend of availability, reliability, and cost-efficiency. It might not be flashy, but it gets the job done—and keeps your devices ticking without breaking the bank.

That’s why silicon is in everything from smartphones to voice assistants. And no, we’re not going to run out any time soon. We’ll probably lose our patience with system updates long before we run out of sand.

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How do you make a transistor?

5 March 2026

The magic behind the microchip

Have you ever wondered how a transistor—the fundamental building block of modern electronics—is actually made? It might surprise you to learn that these tiny powerhouses are crafted using light, acid, and an astonishing level of precision.

From sand to silicon wafer

It all begins with a simple disc of silicon—a fancy term for a purified bit of sand. This disc, known as a wafer, is then cleaned thoroughly. This wafer is the blank canvas on which billions of transistors will be created.

The art of photolithography: Tattooing logic gates

Next comes photolithography—a process that sounds complex, and it is! Imagine shining light through a patterned mask onto a photosensitive chemical layer on the wafer, much like developing a photograph. This process ‘hardens’ specific areas, creating a stencil for the next step. The unexposed parts are then etched away using acid—a process that’s as dramatic as it sounds!

Doping silicon: Turning sand into a semiconductor

What happens after etching? We ‘dope’ the silicon, which means introducing tiny impurities like boron or phosphorus. While they sound like magical potions, these elements transform ordinary silicon into a semiconductor—a material that can switch electricity on and off incredibly fast and at microscopic scales.

Building layers upon layers

This process is repeated over and over, layering microscopic wiring and circuits until a fully functional integrated circuit emerges. These chips contain billions of transistors, each smaller than a virus particle, all working together to power your devices.

The full circle of transistor creation

Here’s the kicker: transistors are so tiny and complex that we actually need transistors—and computers—to build more transistors. The machines have quite literally unionised!

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What Are Transistors?

5 March 2026

Tiny Switches Powering Our Digital World

When you think about your phone, laptop, or even your electric toothbrush, you might not realise what makes them work. At the heart of it all is something so small we’re talking atomic scale and you’d need an electron microscope to see it – it’s the transistor. But what is a transistor?

A transistor is an electric switch. It’s no ordinary switch; it’s capable of controlling electrical currents with incredible precision.

From Bulky Vacuum Tubes to Tiny Transistors

Before transistors revolutionised technology, computers relied on vacuum tubes—think of them as fragile glass bulbs that switched electricity on and off. These tubes were bulky, power-hungry, and prone to overheating, which meant early computers like ENIAC were enormous and unpredictable. A sneeze near one could cause a crash!

In 1947, the transistor arrived and changed everything. Imagine upgrading from a coal-powered steam engine to a sleek Tesla overnight. Transistors are tiny, fast, energy-efficient, and tough. They don’t need to warm up, don’t burn out easily, and certainly don’t require a dedicated cooling room.

How Do Transistors Work?

Think of a transistor as a tap for electricity—you can turn the current on or off. Imagine billions of these taps packed onto a chip no bigger than your fingernail. Connect them correctly, and you have a microprocessor capable of running complex apps, games, and even artificial intelligence. It’s the microprocessor that powers everything from TikTok to your computer’s homework apps (and yes, even that frustrating moment when you forget to save).

Why Transistors Matter: Logic Gates and CPUs

Transistors build logic gates—tiny electronic “bouncers” that decide whether electricity can pass through based on simple rules. An AND gate only says “yes” if both inputs agree, while a NOT gate acts like the sarcastic mate who always says the opposite. Combine enough of these gates, and you get a CPU, the brain of every computer.

Every app, every game, and every AI-powered tool is the result of trillions of these on/off decisions happening every second—a dazzling electric light show that’s the foundation of modern life.

Final Thoughts

So, next time you hear someone say “we’re living in the future,” remember to thank the tiny transistor. This small but mighty invention replaced room-sized vacuum tubes with microchips.

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How does MP3 compression work?

Why your music still sounds good (even when it’s squished)

5 March 2026

The science behind streaming-ready sound

Ever wondered how your favourite playlist fits into your phone’s storage without eating up all the space? Or how Spotify streams tunes using less data than sending a single cat meme? The answer lies in MP3 compression—a clever bit of computer science that reduces file sizes while keeping your music sounding crisp.

Here’s how it works

At its core, music is a waveform—a wiggly line that represents vibrating air. Storing that wiggly line in full detail would take up a ridiculous amount of space, which isn’t ideal for phones or streaming services. That’s where the MP3 algorithm steps in.

First, it transforms the waveform using something called a Fourier Transform. Think of it as turning your song into a shopping list of sound frequencies, showing how loud each note is.

Then comes the brutal bit: data gets thrown away. Why? Because human hearing isn’t perfect. We can’t hear super high frequencies, quiet sounds get masked by louder ones, and tiny differences often go unnoticed. MP3 takes advantage of this, binning the parts you wouldn’t notice anyway. It’s a bit like describing a painting using fewer colours—you lose some detail, but the overall vibe remains.

MP3 compression also rounds off numbers. For example, if a note measures 0.762983 loud, it might round that to 0.76. Your ears won’t know the difference, but your storage space will thank you.

So no, MP3 files don’t work like ZIP files looking for repeating patterns. They’re smarter than that—they selectively get rid of the bits your brain skips over, keeping what matters.

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When AI plays the music: The Velvet Sundown hoax that fooled the internet

5 March 2026

What happens when an AI band goes viral?

Imagine stumbling across a dreamy indie band on Spotify with 850,000 monthly listeners. They’ve got a verified profile, ethereal lyrics, and moody cover art — everything you’d expect from the next big thing in alternative music. Except… they’re not real.

Welcome to the curious case of The Velvet Sundown — an AI-generated band that tricked listeners, baffled journalists, and highlighted some big questions at the intersection of technology, music, and copyright law.

The fake band with real fans

On the surface, The Velvet Sundown seemed like a typical four-piece: Gabe, Lennie, Milo, and Rio. But internet sleuths noticed something odd — no live gigs, no social media, no interviews. Even the “press photo” looked suspiciously AI-generated.

Eventually, a supposed spokesperson admitted the entire band (and he himself) were fakes — creations built around music generated using an AI tool called Suno. Think ChatGPT for sound: you describe a vibe, it creates a song. Vocals, lyrics, melody — all fully synthetic.

Streaming algorithms, blurred realities

What’s worrying is how The Velvet Sundown thrived on Spotify’s algorithm, gaining thousands of listens through curated playlists and auto-play suggestions. Spotify hasn’t taken them down, and CEO Daniel Ek has confirmed there’s no intention to ban AI-generated music — unless it impersonates a real artist. But when even tech-savvy users can’t tell the difference, where’s the line?

Meanwhile, real musicians are furious. Artists like Elton John and Dua Lipa have pushed for stronger copyright protections in the UK, arguing that AI music models often rely on scraped human-made content. But government action? Still “under consultation”.

Does it matter who makes the music?

If you’re listening to lo-fi study beats or ambient playlists, do you care if the artist has a pulse? As AI becomes more convincing, it’s a real question — especially for young people growing up in a digital world where authenticity is often optional.

As Professor Gina Neff from Cambridge points out, we’re living in an age where deepfakes, AI influencers, and virtual personas make it increasingly hard to separate the real from the artificial. Music is just one part of that bigger picture.

Want the full story and a few laughs along the way? Watch the full video to explore AI in music and more fascinating computer science concepts.

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Handwriting and embodied cognition

Think handwriting is dead in the age of keyboards, screens, and AI? Think again!

20 February 2026

In recent years, teachers have rightly questioned the purpose and design of homework. Should it reinforce what was taught in the lesson, or should it prepare students for the next lesson? Does homework meaningfully improve learning—and if so, what should it look like?

Craig’n’Dave’s approach at GCSE and A level offers a practical answer: homework that prepares through concise instruction, encodes through handwriting, and consolidates through structured retrieval—so preparation and reinforcement work as a single loop. This recognises a key idea proposed by Alex Quigley, “in an AI‑first world, handwriting is not an anachronism but an aid to thinking and remembering that should sit alongside technology, not be displaced by it.” https://alexquigley.co.uk/learning-by-hand

Handwriting as a cognitive engine

With Craig’n’Dave homework, students begin by hand‑copying from what they see on the screen as they pause a video when the “take notes” icon appears. This is intentional. It makes the task low‑stakes, clear, and achievable for all learners without additional help. Every student can get started; no one is locked out by gaps in prior knowledge or confidence. From there, the Cornell structure guides students beyond transcription:

Notes – initially copied, illustrating and teaching students how to distil information.
Questions – students turn their notes into prompts that they can self‑test with later.
Key terms – students identify up to eight essential vocabulary items, creating a high‑utility glossary aligned to the topic.

This journey from copying to curating mirrors Alex Quigley’s argument that handwriting is an “essential aid to thinking and remembering,” not merely an old approach. He situates it within embodied cognition: the physical act of writing engages perceptual–motor systems that bolster memory and comprehension and helps students generate meaning.

Crucially, the rationale isn’t just conceptual. A growing body of evidence shows that handwriting triggers richer, more widespread brain connectivity than typing, supporting memory formation and information encoding. A recent EEG study found far more elaborate connectivity during handwriting than keyboarding—exactly the kind of deeper processing that Quigley argues we risk losing if we sideline pen‑and‑paper practices.

Quigley’s key point deserves to be foregrounded here. Handwriting slows thinking down in productive ways and strengthens encoding into long‑term memory.

Technology as the gateway, not the destination

Craig’n’Dave videos are deliberately short

– capped at around 12 minutes – and focused solely on what matters for the specification. This is important because cognitive load matters. Long, meandering explanations increase the risk that students disengage or fail to identify the core ideas. Video, used in this way, offers three advantages that traditional teacher exposition cannot:

Control – students can pause, rewind and rewatch, removing the “one-shot” nature of teacher talk.
Accessibility – subtitles and translation into over 80 languages provide genuine support for EAL and many SEND learners.
Relevance – video aligns with how students already consume information, increasing the likelihood of initial engagement.

However, Craig’n’Dave’s model is careful not to confuse engagement with learning. The video is not the endpoint. It is the input. This distinction matters because, as Quigley reminds us, “learning improves when students move beyond passively receiving information and instead select, organise and transform it—something technology should enable but not replace.”

The eyes–brain–hand reinforcement loop

The Craig’n’Dave approach to outside-inside classroom activities creates a deliberate reinforcement loop.

Outside the lesson:

Eyes watch the video.
Brain processes and selects.
Hand writes and organises (copy → question → key terms).

Inside the lesson:

Eyes read the same notes.
Brain reprocesses the same ideas.
Hand applies them in tasks.

The same content is encountered repeatedly, but through different cognitive actions—watching/listening, writing/structuring, reading/applying—producing the reinforcement model that pairs preparation with consolidation. This design is exactly what Quigley advocates: use technology but also require students to embody the learning through handwriting so that ideas are encoded and retrievable.

Smart Revise: retrieval, vocabulary and reasoning

The third component completes the picture and ensures that knowledge sticks. Smart Revise, Craig’n’Dave’s online platform has three modes students must also engage with to meet their weekly goals as part of their homework diet.

Quiz – multiple‑choice questions to check understanding and surface misconceptions.
Terms – flashcards to reinforce precise vocabulary (vital in computer science).
Advance – typed answers to develop explanation and reasoning.

Where the video supports initial understanding and handwriting supports encoding, Smart Revise delivers retrieval and consolidation. This is where the Eyes–Brain–Hand loop pays off: students don’t just “review”—they retrieve content that has already been processed and embodied through handwriting, which research associates with stronger memory performance than typed note‑taking.

Why this matters for Computer Science

Computer science demands:

Dense, technical vocabulary.
Abstract concepts (e.g., CPU architecture, memory, protocols).
Precise reasoning in written explanations.

Craig’n’Dave’s homework model maps neatly onto those demands. Video clarifies abstractions. Handwriting transforms exposure into memory through Cornell notetaking—leveraging the embodied cognition benefits. Online recall with Smart Revise secures terminology and strengthens reasoning. Nothing is excluded. Nothing is overused. Technology opens the door, handwriting does the cognitive heavy lifting, and retrieval locks learning in.

The best of all worlds

Rather than choosing between reinforcement or preparation, digital or traditional, Craig’n’Dave’s approach intentionally combines the strengths of each. This is precisely the balanced ecosystem Quigley calls for: keep the affordances of technology, but do not abandon the memory‑forming benefits of writing by hand.

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Significant pressure from Ofsted brings heightened expectations on schools over mobile phones

6 February 2026

The DfE’s updated guidance, published in January 2026, sets an unequivocal expectation: pupils should not have access to their phones at any point during the school day, including lessons, between lessons, breaktimes and lunch. That means the old policies of keeping phones in pockets and bags, “not seen or heard” is no longer enough.

A new era of “nonstatutory” expectations

Although presented as nonstatutory, Ofsted has made clear that schools risk failing to meet the “expected standard” for behaviour and attendance if they do not implement a phonefree environment.

This creates an unusual tension. There is no law banning phones in schools, schools remain free, in theory, to set their own behaviour policies. In practice, however, Ofsted’s inspection framework effectively elevates the guidance to the status of expectation—leaving many leaders feeling compelled to comply or risk adverse inspection outcomes.

The Education Secretary has doubled down on this stance, telling schools that phones should not even be used as calculators or for research during lessons, making the default position even tighter than before.

Practicalities, pressures, and policy grey areas

The guidance’s extension to other smart technology, such as devices capable of recording audio or video, adds complexity. While laptops and tablets remain permissible under BYOD schemes, policymakers seem blissfully unaware that all computing devices have similar capabilities today. It’s not about the hardware; it’s the functionality of the software! The boundary is pedagogically messy, and schools will need clear justifications for where they draw the line.

To support enforcement, schools are encouraged to use their existing legal powers confidently. Staff can confiscate phones and are legally protected from liability if an item is lost or damaged while being held as a disciplinary measure.

The guidance also nudges leaders toward explicitly listing mobile phones as items that can be searched for under the statutory powers available to headteachers and authorised staff. This marks a significant cultural shift, moving the issue into more formal safeguarding territory.

The expectations extend to staff behaviour too. Teachers are not to use their own phones for personal reasons in front of pupils, framing consistency as a key element of culture.
Even sixthformers are expected to refrain from using phones in front of younger students—challenging longstanding norms in many schools.

Practical implementation is left deliberately open. The DfE mentions options such as:

Securing phones in lockers.
Pupils handing devices in at the start of the day.

However, both approaches require staffing, systems, and sometimes significant financial investment. Some schools have spent £75,000 or more on commercial locking solutions, fuelling concerns about whether these are wise uses of public funds when no implementation money is provided.

Culture, communication and the role of parents

Alongside restrictions, the DfE expects schools to teach pupils about the benefits of a phonefree environment, framing the move as a positive for wellbeing, focus and healthy social interaction. This shift from mere rulesetting to active cultural education may require new approaches to pastoral communication.

Schools must also prepare for new expectations on parental communication. The guidance states that parents should not contact their children directly during the school day but should instead go through the school office. This may cause friction—particularly for parents who rely on immediate communication for care responsibilities or personal reassurance. Schools may need to prepare carefully for both increased administrative workload and possible pushback.

Finally, the guidance sits alongside the unambiguous legal requirement to make reasonable adjustments under the Equality Act 2010. For some pupils with disabilities, medical needs or SEND, phone access during the school day may be essential. The law requires policies to accommodate these needs, meaning no school can truly operate a one-size-fits-all ban without flexibility.

Where this leaves schools

The current policy landscape is characterised less by new law and more by policy enforced through inspection pressure. Schools are being asked to implement significant cultural and logistical changes without statutory backing or funding, yet with strong signals that noncompliance could affect inspection outcomes.

Whatever happened to preparing students for navigating adult life? Whether this approach will genuinely improve focus, behaviour and wellbeing—or instead create tensions with families, increased workload for staff, and substantial new costs—remains to be seen. One thing is certain, phones in schools have become far more than a behaviour policy issue. They now sit at the centre of debates about autonomy, safeguarding, digital literacy, and the evolving relationship between government, Ofsted and school leadership.

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The Craig’n’Dave Festival of Computing 2026 is coming!

Sponsor Information Hub

29 January 2026

The Craig’n’Dave Festival of Computing returns on Wednesday 1 July 2026 at the prestigious Bromsgrove School (B61 7DU), and sponsored by AQA, bringing together secondary computing teachers, industry experts, exam boards, and education organisations for a day of inspiration, CPD, and networking.

Building on the success of 2025, the 2026 festival promises an even richer experience, with high-quality CPD sessions, keynote talks, a buzzing Marketplace, and social events including the VEX Robotics pre-event curry night and the Cambridge OCR Fringe & post-festival drinks.

Whether you’re a classroom teacher, an education technology provider, or a valued sponsor, the Festival of Computing is your chance to connect, showcase, and be part of the UK’s ultimate secondary computing education event.

Press Pack

To support your own marketing, PR, and communications, we’ve created a 2026 Sponsor Press Pack. Inside you’ll find:

Official event overview and key highlights
Speaker and CPD session summaries
Ready-to-use social media copy and hashtags
Sponsor acknowledgements

You are welcome to reuse any content from the press pack across your own channels.

Download the Festival Of Computing 2026 Press Pack HERE.

Key Festival Links

Tickets: https://craigndave.org/product/festival-of-computing-ticket/
Official website: https://craigndave.org/conference/
Last year’s event video: Watch here

Festival & Partner Logos

For your own marketing or promotional use, we have official logos available for download:

These can be used in social media posts, newsletters, websites, or any communications where you want to showcase your involvement with the festival. Should you need any more information or material please get in touch.

Official Hashtags

Event hashtag: #FestivalOfComputing2026

Feel free to tag the festival and use the official hashtags when promoting your involvement.

We’re excited to have you on board as a sponsor for the Craig’n’Dave Festival of Computing 2026 and look forward to seeing you on 1st July at Bromsgrove School!

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Why are school exclusions rising? Causes, challenges, and solutions for teachers

17 January 2026

Permanent exclusions in English schools have reached record highs, with nearly 11,000 pupils excluded in 2023-24—more than double the figure a decade ago. The most common reason? Persistent disruptive behaviour. Behind the numbers lies a deeper question: Why is behaviour deteriorating, and are schools facing too much pushback when they act?

Why is behaviour declining in schools?

Teachers across the country are asking the same question. Several factors seem to be driving this trend:

Changing societal expectations – Less trust in public institutions, including schools.

Shifting blame – Increasingly, the narrative is that the teacher is the problem, not the child.

Mental health challenges – Greater openness about mental health is positive, but schools are managing complex needs without adequate support.

Social media conflicts – Online disputes spill into classrooms, creating tension and disruption.

Inconsistent boundaries at home – Many pupils lack clear behavioural expectations outside school.

Restorative approaches – While valuable, this can also trivialise the behaviour and diluting the consequences.

Teachers feeling unsupported – Staff morale suffers when behaviour policies lack backing.

Curriculum relevance – A curriculum that feels disconnected from pupils’ lives can fuel disengagement.

Permanent exclusion: A last resort under intense scrutiny

Headteachers describe exclusion as their “worst nightmare,” yet they are increasingly pressed to justify decisions. No school takes the decision to permanently exclude lightly. Despite huge folders of evidence of incidents and support documented in permanent exclusion packs (PEPs), parents are demanding independent scrutiny, and legal challenges are on the rise.

Independent Review Panels (IRPs) have more than doubled in 10 years, but reinstatement rates remain low—around 11% of cases. In most instances, schools’ decisions are upheld, provided processes are transparent and evidence is robust.

SEND and exclusions: A growing concern

Here’s a sobering statistic: more than half of excluded pupils have identified special educational needs. While parents often argue that an Education, Health and Care Plan (EHCP) would help, many schools report they are already providing every possible resource.

This raises a critical question: are exclusions disproportionately affecting vulnerable children? And if so, what does that say about the wider system? Alternatively, are we too quick to give children a label to justify their behaviour? It’s contentious to say the least.

Impact on the child

Exclusion is not just a school decision—it’s a life-changing event so schools should be challenged. The consequences can include:

Interrupted learning and lower academic outcomes.

Reduced future opportunities.

Increased risk of criminal activity.

A cycle of disengagement and disadvantage.

Solutions: What can we do?

If exclusions are a last resort, then the real work lies in prevention. Here’s what teachers and policymakers should focus on:

Early intervention – identify and address issues before they escalate. That includes low-level teacher-student relationships and issues at home. Building a positive rapport with students and working with them to understand their passions, perspectives and challenges can really help.

High-quality alternative provision – ensure excluded pupils don’t fall through the cracks. Not isolation in a small booth but exploring creating a school within a school. Old on-site caretaker accommodation is often used as an alternative provision and internal reintegration centre.

Mental health and counselling services – support pupils with complex needs. The more we can invest in adults within the school that support students the better. Budgets are tight, but roles that are student facing instead of back-office staff should be a priority.

Curriculum reform – Make learning relevant and engaging. We can’t change what we have to teach, but we can change how we teach. The appointed “curriculum drafters” have a real responsibility to ensure the 2028 curriculum is both interesting and fit for purpose.

Investment in SEND support – The Government really need to find ways to reduce the pressure on mainstream classrooms.

The bottom line

Exclusions are rising, but so is the complexity of pupils’ lives. Teachers are navigating societal shifts, mental health crises, and SEND challenges—all while maintaining learning standards. The debate shouldn’t just be about whether schools face too much pushback. It should be about how we can build a system that better supports our children.

Want to know more? Watch our latest At the chalk face episode, where we (Craig & Dave), dig into the reality of exclusions – why they happen, what’s changed in schools.

Watch it here.

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Does anyone still use low-level code?

14 January 2026

In an age where everyone seems obsessed with the latest AI chatbot or shiny new high-level programming language, you might wonder: Does anyone still use low-level code?

The short answer: Yes.

The long answer: YEEEEEEEEEEEEEES.

While most of the tech world is busy creating chatbots that sound like they’ve just devoured Freud and downed a Red Bull, somewhere in a dimly lit corner, a humble C developer is quietly making sure your toaster doesn’t launch into orbit.

The hidden power of low-level programming

Low-level programming is far from dead. In fact, it’s the invisible force quietly running the technology you use every day. Your car, your washing machine, the plane you’re not on because you spent your money on a new GPU — all of these rely on software written in C, C++, Rust, or even intimidating assembly language. (If you’ve ever seen assembly code, you’ll know it looks like someone tried to type while fending off a raccoon.)

You might be thinking, “Isn’t AI coding now? What’s the point?” Well, here’s the catch — someone still has to build the very systems that AI runs on. Think frameworks, compilers, virtual machines, and device drivers. AI agents don’t know how to manage memory in C, nor do they understand that using eval() like confetti is a bad idea.

Why learning low-level code matters

Learning low-level programming is like learning to fix an engine while everyone else is just learning to drive Teslas. Sure, a Tesla can drive itself… until it doesn’t. Then guess who they call? Not the AI coder — they call you.

If you’re fascinated by game engines, hardware drivers, or compilers, keep going. You’re not outdated — you’re underappreciated. When automation takes over many roles, your skills will remain invaluable because someone has to debug those GPIO pins robots can’t touch.

Stay low. Stay powerful.

Curious to learn more about the importance of low-level programming?

Watch the full Lesson Hacker video to explore endianness and more fascinating computer science concepts.

For more Lesson Hacker videos, check out the Craig’n’Dave YouTube playlist HERE.

Be sure to visit our website for more insights into the world of technology and the best teaching resources for computer science and business studies.

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Should AI have morals?

What happens when artificial intelligence starts flattering us instead of challenging us?

13 January 2026

Artificial intelligence is evolving fast — but as it gets friendlier, should we be worried it’s losing its grip on the truth?

We’re exploring a hot topic in both computer science and ethics: Should AI be built with morals, or is it enough for it to make you feel good?

Spoiler alert — if your chatbot applauds your worst ideas, it might be time for a software update.

Let’s start with ChatGPT, specifically the GPT-4o update. This version of OpenAI’s popular AI assistant had one job: make users happy. It did this so well, it started agreeing with everything. People shared examples of it praising clearly harmful behaviour, reinforcing conspiracy theories, and even applauding dodgy life choices. Why? Because its success was measured on positive user feedback — essentially, how many people responded with smiley face emojis.

The result? A hype man in silicon form. Warm and fuzzy? Yes. Useful? Not so much.

Eventually, OpenAI admitted it had gone too far and rolled back the overly agreeable behaviour. But the episode raised big questions about the purpose of AI. Should it be emotionally supportive at all costs, or should it sometimes challenge us?

Then there’s Grok — Elon Musk’s “anti-woke”, “truth-seeking” AI launched via X (formerly Twitter). Despite the branding, Grok began doing something unexpected: it corrected false claims, backed up scientific consensus, and even fact-checked Musk himself. It wasn’t trying to be political — just accurate. But that honesty proved controversial, especially for users who expected Grok to reinforce their existing views. Apparently, it’s all fun and games until the AI doesn’t flatter your worldview.

So, what do we actually want from AI? Is it more important that it makes us feel good — or helps us be better?

On one hand, supportive AIs can offer comfort and validation. But when they reinforce false beliefs or encourage risky decisions, the consequences can be serious. On the other hand, AIs that challenge misinformation and offer correction might feel uncomfortable in the moment — but they can help us grow. Just like that one teacher who was a little harsh with the red pen, but made you a stronger thinker.

This is about more than software — it’s about trust, responsibility, and the future of technology in society. Because if we build AI to agree with us no matter what, we’re not building intelligence. We’re building digital yes-men. And they might just smile and nod while we walk ourselves off a cliff.

So, where do you stand?

Should AI be polite and supportive — or truthful, even if it stings?

Watch the full video here to explore the debate in full.

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What is vibe coding? Is it the future of programming?

Welcome to the “tell, don’t type” era of coding

12 January 2026

If “vibe coding” sounds like something you’d do while lounging in a beanbag with lo-fi beats and herbal tea, you’re not alone. But despite its chilled-out name, vibe coding is a seriously powerful development method—and it’s changing the way we write software.

At its core, vibe coding means using plain English to tell an AI what you want your program to do. Instead of hammering out every loop, condition, and semicolon, you type something like: “Make a form that submits user data to the backend and shows a thank-you message.” The AI interprets your request and generates the code for you—sometimes even with documentation.

This magic happens thanks to large language models like GPT, which have been trained on vast amounts of code. They break your prompt into tokens, map those to patterns they’ve seen before, and predict the most likely next tokens to generate full functions, boilerplate files, and more. Think autocomplete on steroids.

What’s more, modern AI tools like Copilot, Cursor, and Replit are context-aware. They don’t just spit out code snippets—they understand your project structure, track variables across files, and can even refactor code you’ve long forgotten you wrote.

Of course, vibe coding isn’t flawless. The AI can “hallucinate” functions that don’t exist, or write code that looks great… until it crashes. It’s like having a super-keen intern: quick, clever, but occasionally wildly overconfident.

Still, for speeding up development, brainstorming solutions, or simply avoiding another late-night regex breakdown, vibe coding is a game-changer. You bring the ideas. The AI brings the syntax.

Watch our Lesson Hacker video here to explore more.

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What does a GPU actually do?

The crayon-filled truth about graphics processing.

9 January 2026

Why your graphics card is more of an art class than a supercomputer

If you’ve ever wondered what a GPU really does, you’re not alone. Graphics Processing Units often sound like the mysterious cousins of CPUs, quietly making magic happen behind the scenes of your favourite games and videos. But here’s a fun way to think about it: imagine a colouring book the size of the Eiffel Tower… and a looming deadline.

A CPU would take one look, grab a single crayon, and carefully colour inside the lines—inch by inch. Methodical, yes. Efficient? Not quite.

CPUs are brilliant at complex, sequential tasks, like running your operating system or checking your emails. They’re your digital Swiss Army knives. But they weren’t built for speed painting.

Enter the GPU: not one person with a crayon, but a room full of toddlers—each with a crayon in hand. Shout “RED!” and suddenly hundreds of tiny hands go wild scribbling. It might not all be tidy, but the job gets done at lightning speed. That’s parallel processing in action.

GPUs are crammed with hundreds (sometimes thousands) of tiny, specialised cores designed to handle the same task simultaneously. They’re ideal for things like shading millions of pixels, calculating real-time lighting effects, or rendering dragons in ultra-high resolution at 60 frames per second.

While your CPU can do a little of everything, a GPU goes all-in on one job: graphics. It doesn’t bother with emails or spreadsheets—it’s far too busy making your game worlds look stunning (or quietly mining crypto, if you’re into that).

So next time you’re blown away by slick visuals, thank the GPU. And if something crashes? Don’t blame the hardware. Maybe just check the crayon count.

Watch our Lesson Hacker video to explore more.

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Fail safeguarding if phone used in school?

9 January 2026

In October 2025, the political debate around mobile phones in schools escalated when the Shadow Education Secretary, Laura Trott, wrote to HM Chief Inspector Sir Martyn Oliver, urging Ofsted to treat pupil smartphone use as a safeguarding failure. In her letter, Trott argued that while Ofsted’s new inspection toolkit acknowledges phone policies, it “does not go far enough”, stating: “Smartphones are not just a behaviour management issue; they present clear safeguarding risks” and that schools where pupils are routinely able to access harmful content via phones should therefore fail the safeguarding check. She went further, comparing unrestricted phone access to other clear safeguarding breaches: “If there was a school where routinely we knew that kids could access pornography, we would obviously think that a safeguarding issue. We should see smartphones in the same light”. This proposal has prompted significant concern across the sector, not least because Sir Martyn Oliver – while personally supportive of strong restrictions, has so far stopped short of agreeing that the mere presence of phones should automatically result in a safeguarding failure.

Phones, platforms, and pedagogy: navigating mobile tech in today’s schools

A growing body of research shows that unrestricted mobile phone access undermines attention, memory, and overall learning quality. Meta-analyses demonstrate that mobile phone distractions significantly reduce immediate recall from lectures and readings, while digital environments with competing stimuli—notifications, messaging, or background media—impair reading comprehension and cognitive focus. These findings strongly support the case for tight restrictions, which aligns with Ofsted’s renewed emphasis on leaders “thinking carefully” about phones as part of behaviour and safety. Although Ofsted stops short of endorsing an automatic safeguarding failure for phone visibility recommended by the Conservatives, it explicitly backs headteachers who ban phones during the school day to protect learning time and meaningful peer interaction.

The balance of evidence suggests that, pedagogically, a well implemented school day ban (with controlled, purposeful exceptions) offers the clearest benefit. Policies that reduce constant switching between tasks also mitigate the cognitive toll of multitasking, helping students recover and maintain focus more effectively.

Why would students need a phone in school at all?

Even though phones can distract, there are legitimate reasons why some pupils may need access—albeit in a structured, limited form. Phones often serve essential logistical and safety needs, enabling contact around transport issues or emergencies. They also function as accessibility tools: many students depend on smartphones for text to speech, translations, digital textbooks, reading supports, or authentication into school systems.

Beyond accessibility, modern smartphones contain sensors, cameras, and processing power enabling curriculum-enhancing tasks such as fieldwork photography, AR explorations, or data collection. These uses are credible educational moments when they are planned intentionally by teachers, not initiated casually by students.

The key distinction is between possession and use. Schools can allow the former while tightly regulating the latter, ensuring phones do not become an always available distraction.

The educational benefits of using phones in school

When used deliberately, smartphones can provide meaningful educational value. Studies reveal that structured, time bound use of technology boosts creativity, concentration, and critical thinking, especially with sustained weekly sessions.

Research in primary science classrooms highlights improvements in conceptual understanding and student motivation when technology is integrated into lessons. Meanwhile, comparative studies show that these tools strengthen feedback loops. Further validation comes from independent evidence reviews: Kahoot! has achieved ESSA “promising evidence” certification for improving academic outcomes. Smart Revise has also proven to raise attainment.

However, these benefits depend on teacher-directed, time-limited use. When phones switch from instructional tools to personal devices, the distraction penalty documented in cognitive research swiftly returns.

In many schools, budget constraints make it difficult to provide every student with a dedicated device, yet the demand for digital access keeps growing. Modern smartphones already contain the sensors and software ecosystems needed for high quality educational tasks, meaning teachers can sometimes harness the devices students already carry rather than relying on costly one-to-one hardware programmes. Smartphones built-in capabilities—such as high resolution cameras, ARready graphics processors, and easy access to cloudbased apps—enable activities that might otherwise be out of reach in classrooms where funding for specialist equipment is limited.

Should a school fail safeguarding if students have phones?

Despite political pressure on Ofsted to classify smartphone presence as a safeguarding breach, the inspectorate has not taken this position. The current framework emphasises that schools must manage behaviour, safety, and digital risks effectively. Sir Martyn Oliver, HM Chief Inspector, said that if he returned to teaching, “I wouldn’t just say put your phone away, I would ban them. Ban, ban, ban them.” Yet this is not the official position of Ofsted.

This means the real safeguarding concern lies not in possession but in poorly defined or inconsistently enforced phone policies. Schools should ensure clarity on expectations, parent communication, and staff consistency to avoid any perception of unmanaged risk.

Australia’s social media ban for under 16s and its global implications

Australia has become the world’s first nation to enforce a comprehensive ban preventing under-16s from accessing major social media platforms, including TikTok, Instagram, YouTube, Snapchat, Reddit, X, Threads, Facebook, Twitch, and Kick. Platforms must take “reasonable steps” to block underage access and deactivate existing accounts or face large financial penalties. The government’s stated aim is to shield young people from harmful algorithmic content—cyberbullying, violence, sexual material, predatory behaviour, and anxiety-inducing feeds.

The ban is being watched closely by policymakers around the world. Countries from Denmark and New Zealand to Malaysia and several U.S. states are examining whether similar legislation is viable. Australia’s policy has effectively become a global test case for large-scale age gating and for compelling tech companies to adopt stronger verification mechanisms.

Still, important practical challenges remain—particularly around age verification technologies, which must balance accuracy with privacy. ABC News reporting highlights ongoing uncertainty around how platforms will reliably verify ages without mandatory government ID checks, and how they will address children attempting workarounds.

For schools worldwide, this shift could bring both opportunities and challenges. Reduced peer pressure strengthened national norms around delaying social media use, and more consistent parental boundaries may support school day phone bans. However, tightened platform restrictions could also lead students to increase use of unregulated alternatives or attempt circumvention. Schools will need to strengthen digital literacy and online safety education to address these evolving patterns of behaviour.

Final thoughts

The debate over phones in schools is evolving quickly—shaped by neuroscience, policy, pedagogy, and now global legislation. The research is clear: mobile phones create significant cognitive costs when freely accessible, but they hold genuine instructional value when deployed with purpose, structure, and teacher direction. Ofsted’s stance reinforces the need for thoughtful leadership rather than blanket assumptions, while Australia’s social media ban signals a major international shift in how governments view youth digital safety.

Want to know more? Check out our At the chalk face video, where Dave and Kat have an honest and (at times) nerdy deep dive into the mobile phone debate.

For more At the chalk face videos, check out our playlist HERE.

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Should beginners use AI to code?

8 January 2026

Here’s why the answer isn’t so simple. AI can be an amazing tool for coders—but should absolute beginners rely on it?

So, you’ve just dipped your toes into the world of coding—still coming to terms with variables, loops, and the existential dread of debugging. Then someone tells you, “Just use AI, it’ll write the code for you!” Sounds tempting, right?

But here’s why that shiny tool might be more lightsaber than lifesaver.

Imagine giving a Jedi weapon to someone who’s only just mastered the art of stick-fighting. That’s what it’s like handing over AI code generation tools to a beginner. Yes, it’s powerful. Yes, it sounds impressive. But if you don’t yet understand the basics, there’s a real risk of slicing through your logic and confidence.

This isn’t to say you should avoid AI altogether. In fact, it can be an incredible tutor—if you use it the right way. Ask it questions. Explore its answers. Use it to understand concepts like callbacks (which, let’s be honest, sound more like something your ex never gave you). But don’t fall into the trap of copying and pasting code like you’re following a recipe from the internet—because while it might work, you won’t truly know how or why.

AI should be your sidekick, not your saviour.

It’s brilliant when you need a quick fix or to meet a tight deadline. But if your goal is to learn how to code—really learn—then you need to do the thinking. The debugging. The failing and fixing.

Because one day, you’ll face AI-generated code that doesn’t work. And if you’ve skipped the hard stuff, you’ll be stuck—realising, with horror, that the problem isn’t the code. It’s you.

Watch our Lesson Hacker video here to explore more.

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Is the Online Safety Act protecting us, or going too far?

Navigating the new online safety act

7 January 2026

The UK’s Online Safety Act has landed, and while its intentions might seem noble, the execution has raised eyebrows across classrooms, workplaces, and dinner tables alike. Designed to protect young people from harmful online content, it’s already being labelled by some as overkill — a digital bazooka to squash a fly.

So, what’s really going on? Let’s break it down.

Age checks, fines, and blocked sites

At its core, the Act requires platforms to implement strict age verification systems. Think ID scans, facial recognition, or even using your webcam to prove you’re old enough to view certain content. Non-compliant sites risk heavy fines or outright bans in the UK.

But here’s the catch: this doesn’t just affect teenagers. Adults are finding themselves locked out of music, films, and even news unless they hand over personal data to third-party verifiers. Imagine being asked to show ID just to stream a song on Spotify — it’s happening.

The VPN boom

Unsurprisingly, VPN downloads have surged. Acting like an invisibility cloak for the internet, VPNs let users bypass age restrictions and region locks. Ironically, even some MPs — the very people behind the law — have been expensing VPN subscriptions instead of submitting to verification checks.

Yet this workaround isn’t risk-free. Free VPNs, in particular, often come with hidden dangers, from data harvesting to malware. In trying to dodge surveillance, users may be stepping into something worse.

When protection becomes restriction

The ripple effects go beyond entertainment. News about conflicts in Gaza or Ukraine, LGBTQ+ support resources, and other legitimate educational content have been blocked under sweeping rules. The Act’s “better safe than sorry” approach has meant that entire conversations and communities are stifled.

It’s a balancing act: yes, protecting young people is vital, but when important voices and discussions are muted, digital freedom takes a serious hit.

Finding the balance

So, is the Online Safety Act safeguarding the vulnerable or silencing too much?

Its double-edged nature shows us that regulation without nuance can lead to privacy risks, restricted freedoms, and frustrated users.

For teachers, students, and parents navigating these changes, the key is to stay informed and ask the hard questions: how do we balance safety and freedom online?

Watch the full Lesson Hacker video to dive deeper into the world of The Online Safety Act.

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