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People in the UK want to know how artificial intelligence works, how to use it to make money and whether it will take their jobs, according to Google. The search engine company revealed the UK’s most googled questions about AI over the past three months ahead of Rishi Sunak’s AI summit. Here, PA takes a look at some of the burning questions the UK wants the answers to. What is AI? In a nutshell, AI refers to the training of machines to solve problems and make decisions in a way that is similar to how the human brain works. However, to boil AI down to a short definition would be to underestimate its complexity and variations. For example, “weak” or “narrow” AI is AI trained to perform specific tasks and enables technology people may be familiar with in their home, such as Amazon’s Alexa or autonomous vehicles, while “strong AI”, comprised of Artificial General Intelligence and Artificial Super Intelligence, refers to AI where a machine would have an intelligence equal to or surpassing humans. What is generative AI? Generative AI refers to models which can create something completely new based on the vast data they have been trained on. Recent examples of this include ChatGPT, where users can make requests such as “write a poem that features the Battle of Waterloo”. ChatGPT would then produce a new poem based on the material it had been trained on, in this case vast quantities of history books and poetry. How to make AI song covers? Much like the production of a new poem using AI, it is possible to create new music using models which have been trained on previously recorded sounds. However, this is proving tricky ground for human musicians who fear their work may be used without their consent to produce brand new creations, or even to imitate them. Spotify boss Daniel Ek told the BBC he thought there were legitimate use cases for the technology in music, but that it should not be used to impersonate real artists without their consent. He said there were three “buckets” of AI use in music: tools such as auto-tune, which he said was acceptable; software which impersonated artists, which was not; and a more controversial middle ground where AI-generated music was inspired by a specific artist but did not directly mimic them. How to make money with AI? The possibilities for making money using AI are seemingly endless, with people using it to produce music, books, essays, translations and much more. AI can also be used to streamline processes in existing jobs, producing presentations or documents in a fraction of the time it would usually take. However, the issue of copyright looms large over AI’s creative uses. Who created AI? While the concept has been discussed in art and culture for centuries, the 20th century will be remembered as the period when AI began to take practical shape. In 1950, wartime codebreaker Alan Turing published a paper called Computing Machinery and Intelligence in which he considered whether machines could think, introducing what became known as the Turing Test where a human would attempt to distinguish between the responses of another human and a computer. Six years later computer scientist John McCarthy coined the term “artificial intelligence” during the inaugural AI conference at Dartmouth College, while in the same year the first running AI software programme was created by Allen Newell, JC Shaw and Herbert Simon. Is AI dangerous? Tesla, SpaceX and X owner Elon Musk told the PA news agency at the UK’s AI Safety Summit: “I think AI is one of the biggest threats (to humans). “We have for the first time the situation where we have something that is going to be far smarter than the smartest human. “We’re not stronger or faster than other creatures, but we are more intelligent, and here we are for the first time, really in human history, with something that is going to be far more intelligent than us. “It’s not clear to me if we can control such a thing, but I think we can aspire to guide it in a direction that’s beneficial to humanity.” Will AI take my job? As with all technological advances, AI will change the way we work, making some jobs redundant but creating others too. Rishi Sunak recently attempted to assuage people’s fears, saying: “It’s important to recognise that AI doesn’t just automate and take people’s jobs. “A better way to think about it is as a co-pilot. “As with all technologies, they change our labour market, I think over time of course they make our economy more prosperous, more productive. “They create more growth overall but it does mean that there are changes in the labour market.” Read More Big tech poses ‘existential threat’ to UK journalism, survey of editors finds King warns of urgent need to ‘combat significant risks of powerful AI’ Kamala Harris arrives in the UK ahead of AI safety summit Study finds ‘deepfakes’ from Ukraine war undermining trust in conflict footage More than 500 potential cyber attacks logged every second, BT says AI being used to create child abuse imagery, watchdog warns

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Nearly one in three primary schools in England do not have a male classroom teacher, a study suggests. The proportion of secondary school teachers who are male remains at a record low (35%), according to a Warwick Business School report. Researchers said boys from poorer backgrounds would benefit from having a male teacher in school but they are less likely to have one. Raising teachers’ pay, reducing working hours and improving school leadership could help boost recruitment and retention, the report said. Worryingly, the decline in the number of male classroom teachers is getting worse Dr Joshua Fullard, Warwick Business School The study analysed the latest data from the annual School Workforce Census to identify trends in gender diversity among teachers in state schools in England since 2010. It found that nearly a quarter (24.3%) of all state schools in England have no male classroom teachers. In two local authorities, Rutland in the East Midlands and Northumberland in the North East, at least half of the primary schools do not have a male classroom teacher. The study found that more than two in five (41.9%) of the primary schools placed in special measures by Ofsted had no male classroom teachers. The report said: “This could be due to selection – male teachers are in relatively high demand and therefore might be less likely to sort into the lowest achieving school. “Alternately, having no gender diversity in the classroom might negatively impact the functioning of a school.” It’s important for all children and young people to experience a diverse range of positive role models James Bowen, NAHT Dr Joshua Fullard, assistant professor of behavioural science at Warwick Business School, said: “Worryingly, the decline in the number of male classroom teachers is getting worse. “This has an impact on the education that children receive. There is a large body of research that shows students benefit from being educated by a teacher with certain similarities to them. “Boys from less affluent backgrounds are already the lowest achievers in school. They are the students who would benefit most from a male teacher, but they are less and less likely to have one. “It’s not just boys who are losing out. Having no gender diversity could negatively affect how a school functions, as schools in special measures are less like to have a male classroom teacher.” The report called for teachers’ pay to be raised by more than 10% and for a merit-based reduction in tuition fees for university-led teacher training to be introduced. Dr Fullard said: “Men are more likely to consider finances when deciding to go into, or leave, a profession. This explains why the persistent decline in teachers’ pay has affected male teacher numbers more than their female counterparts.” Since 2010, there has been an increase of over 7,000 male teachers in state-funded nursery and primary schools Department for Education James Bowen, assistant general secretary at school leaders’ union the NAHT, said: “It’s important for all children and young people to experience a diverse range of positive role models. “The impact of a diverse school workforce, at all levels in education, is well recognised, including by the Department for Education. “It can help children and young people, especially those from deprived backgrounds, to visualise positive futures and fulfil their potential.” Julie McCulloch, director of policy at the Association of School and College Leaders (ASCL), said: “Having a diverse workforce is a huge asset to a school, but currently many are struggling simply to put a teacher at the front of every classroom. “A great deal of work needs to be done to make teaching a more attractive career to men and women alike. This includes reversing the real terms pay cuts that teachers have experienced since 2010, reducing unmanageable workloads and ensuring all schools are properly funded. “Until these issues are addressed then the profession will continue to lose men and women, whether they are new graduates or experienced teachers, to jobs that are offering more competitive pay and better conditions of service.” A Department for Education spokesperson said: “We want teaching to be an inclusive profession, with equal opportunity for all, regardless of gender, to develop and progress in their careers. “Since 2010, there has been an increase of over 7,000 male teachers in state-funded nursery and primary schools. “We want to continue bringing great people into teaching and have introduced bursaries worth up to £27,000 tax-free and scholarships worth up to £29,000 tax-free, to attract talented trainees in subjects such as mathematics, physics, chemistry and computing.”