The complexity and breadth of technology usage in schools has expanded almost exponentially in the last few years, requiring leadership to critically evaluate the smartest and most cost effective way to manage a school’s growing investment in technology. 

Historically, an “IT Generalist” could reliably cover most areas of technology in a school, however the combination of increasingly sophisticated cybersecurity threats along with new specialized areas of ICT such as cloud services and AI means even the most committed individual struggles to keep up. 

As a result, more schools are seeking to partner with ICT services companies that have a focus on education customers, such as Cyclone. These partnerships allow schools to access a wider range of expertise, with individuals who are typically certified in specialist areas and who can provide comprehensive support to ensure projects, upgrades and emergency ICT responses can be supported in a timely manner. 

School leaders should be constantly evaluating how they are performing in the following six core ICT areas. Consider the questions in each section as a self-check warrant of fitness for your organisation.  

Security 

• Have you had an external audit of your current security posture in the last 12-18 months? 

• Are you confident that vendor firmware updates are consistently and reliably applied to critical security appliances such as your firewalls and core network switches? 

• Have you provided training to your staff to help them identify and report cybersecurity threats from increasingly sophisticated phishing attacks? 

Identity 

• Do you have a cloud-based identity provider that allows you to securely access services hosted both on your school network and in the cloud, whether you’re on campus or remote? 

• Can your staff and students easily Single Sign On into all school-approved resources (devices, cloud services, SMS, printing etc)? 

• Is Multi-Factor-Authentication (MFA) required and enforced when accessing content from a non-secure location? 

Endpoints 

• Are your school owned laptops/tablets/phones currently managed by an MDM? 

• Are vendor released security and operating system patches automatically applied to protect devices and users? 

• Are your devices running a managed and updated security product to protect against viruses, malware and other threats? 

Network 

• Have you had an external audit of your current network in the last 12-18 months? 

• Is your wireless network reliable and coping with increased network traffic and number of devices connecting to it? 

• Have you budgeted for upgrades to future-proof your network as usage increases, and before current equipment goes end-of-life or end-of-support? 

Infrastructure & Cloud 

• Have you had an external audit of your current on-premise infrastructure in the last 12-18 months? 

• Have you explored which services you currently run on-premise that could be migrated to the cloud or the vendor’s Software as a Service offerings (e.g. Student Management Systems, Library Management Systems, Learning Management Systems, Print Services etc) 

• Are you currently backing up core data stored on-premises and in the cloud (e.g. Microsoft 365 and Google Workspace) and regularly performing test restorations to build confidence in your disaster recovery capabilities? 

Artificial Intelligence 

• Do you have an organisational AI policy that has been communicated to your staff and students with clear expectations around usage and approved AI platforms? 

• Have you performed an audit of security permissions for cloud resources to prevent accidental data leaks / exposure before purchasing AI tools like Microsoft Copilot for M365 and Google Gemini? 

• Have you provided training to AI Champions inside your organisation to help maximise the value of AI to your users? 

If you have identified there are gaps or concerns to the above questions, then reach out to Cyclone for assistance on 0800 686 686 or hello@cyclone.co.nz. 

In the digital age, the advent of artificial intelligence (AI) has presented both opportunities and challenges, especially for educational institutions. Independent schools in Aotearoa, renowned for their commitment to providing exceptional education, find themselves navigating the everchanging landscape of AI integration. As an AI Specialist at Cyclone, I want to share crucial advice on how these schools can set a clear course in this evolving landscape. 

​​​The Imperative of Data Protection and Privacy 

One of the foremost considerations for independent schools venturing into AI is the protection of data and privacy. Generative AI tools offer immense potential to enhance learning, but it is imperative to select tools that prioritise data security. Schools should lean towards using data-protected and private AI tools such as Google Gemini, Microsoft Copilot and Apple Intelligence. These platforms are designed with robust security features that safeguard sensitive student and staff information, and this protection comes with purchased Workspace or 365 licences. 

Conversely, it is advisable to avoid using Open tools such as ChatGPT, Claude and Perplexity for educational purposes. While OpenAI has made significant strides in AI development, concerns about data privacy and security persist. Independent schools must be vigilant in selecting AI tools that comply with stringent data protection standards to maintain the trust of parents, students, and staff. 

Developing a Comprehensive AI Strategy 

The integration of AI into the educational framework should not be approached haphazardly. It requires a well-thought-out strategy that aligns with the school’s values and goals. A key component of this strategy is the development of policies that govern the use of AI tools. However, more crucial than a general policy is the establishment of an Acceptable Use Policy (AUP) specifically for AI. 

An Acceptable Use Policy serves as a guiding document that outlines the boundaries for AI usage by teachers and students. For teachers, the AUP should provide clear guidelines on what generative AI should and should not be used for. This clarity helps prevent misuse and ensures that AI is employed to enhance teaching rather than replace fundamental educational practices. 

For instance, teachers might be encouraged to use AI for unit planning and assessment creation but cautioned against using AI for grading student work or drafting emails to parents without proper oversight. By setting these boundaries, schools can ensure that AI tools are used ethically and effectively, contributing positively to the educational environment. 

Creating an AUP requires a collaborative approach involving educators, administrators, and IT professionals. Schools should also consult or utilise Boards of Governors during the process. It should be a living document, regularly reviewed and updated to reflect emerging trends and technologies. Training sessions for teachers on the ethical and practical aspects of AI usage are essential to ensure adherence to the policy. 

Moreover, involving students in the development of the AUP can foster a sense of ownership and responsibility. For example, secondary school students above the age of thirteen could participate in workshops where they discuss the ethical use of AI and propose guidelines for its implementation in their classrooms. By educating students about the ethical use of AI, schools can cultivate a generation of digitally literate individuals who understand the implications of AI technology. 

Embracing the Benefits While Mitigating Risks 

While the cautious adoption of AI is essential, it is equally important to embrace the benefits that AI can bring to the educational landscape. Currently, staff and students are already utilising these generative AI tools to enhance their learning experiences. For instance, AI can personalise learning experiences by providing customised lesson plans and resources tailored to individual student needs, making education more accessible for students with diverse learning profiles. They can also provide real-time feedback, enabling teachers to tailor their instruction to individual student progress. 

However, the focus should always be on augmenting human capabilities rather than replacing them. Teachers play a pivotal role in nurturing critical thinking, creativity, and emotional intelligence—qualities that AI cannot easily replicate currently. Therefore, AI should be seen as a tool to support teachers in their mission to provide holistic education. 

​​​In conclusion, the integration of AI in independent schools in Aotearoa requires a balanced approach that prioritises data protection, ethical usage, and strategic planning. By opting for secure AI tools like Google Gemini, Microsoft Copilot and Apple Intelligence, developing comprehensive Acceptable Use Policies, schools can harness the potential of AI while safeguarding the interests of their communities. As we navigate these turbulent seas, let us set a course that embraces innovation while upholding the values that define exceptional education. 

Written with the assistance of Microsoft Copilot 365.