Today, many priorities for improvements to teaching and learning are unmet. Educators seek technology-enhanced approaches addressing these priorities that would be safe, effective, and scalable. Naturally, educators wonder if the rapid advances in technology in everyday lives could help. Like all of us, educators use AI-powered services in their everyday lives, such as voice assistants in their homes; tools that can correct grammar, complete sentences, and write essays; and automated trip planning on their phones. Many educators are actively exploring AI tools as they are newly released to the public1. Educators see opportunities to use AI-powered capabilities like speech recognition to increase the support available to students with disabilities, multilingual learners, and others who could benefit from greater adaptivity and personalization in digital tools for learning. They are exploring how AI can enable writing or improving lessons, as well as their process for finding, choosing, and adapting material for use in their lessons.
source: Artificial Intelligence and the Future of Teaching and Learning Insights and Recommendations, Miguel A. Cardona, Ed.D. Secretary, U.S. Department of Education Roberto J. Rodríguez Assistant Secretary, Office of Planning, Evaluation, and Policy Development Kristina Ishmael Deputy Director, Office of Educational Technology, May 2023
Educators usually embrace technology as first adopters. I see AI as allowing easier measurement of things like onion theory. Education permeates layers ( like an onion) until it connects to the core
Humanoid computing devices have significant potential in education, thanks to advancements in AI and smart technology. They can improve learning experiences, aid teachers, encourage problem-solving and teamwork, assist students with special needs, and are being actively researched. Although there are challenges like cost and the need for teacher training, their benefits are substantial.
When I was part of contest in early 1980s the prize was to give an Apple II to a primary school. The teacher from the winning school turned to me and said "So how do we apply this new technology?" I said Assist with maths and spelling. The teacher and I developed programs (she wasn't a computer person but the combination worked). Students tested themselves and they received stars. Class education greatly improved and her experience was adopted by others. Apple education officer called in a few years later and was amazed. Other schools had a top down approach and had poor adoption and ideas which were not working. Our approach worked from the wants and needs. My daughter (a top teacher) was in remedial testing and can see an AI future.
Dear Eduard Babulak , I think the crucial word in your question statement is 'support' - I think any sort of technology should be considered as supporting education rather than taking over. There's a dilemma there: either take over and replace human ingenuity with the methods that LLMs obtain their answers, or not use new technology at all and then render traditional education totally useless in the face of a new world in which AI is a necessary feature of modern life. As I think that education should move with the times, I think that a good step would be to make sure that the education tools developed are not proprietary and corporations unaccountable to the wider public (or accountable only by the laws of the free market) don't take over education, that education remains in the hands of the people's representatives, directly or indirectly.
Mm not sure if the above was relevant, i wish it is!
Best Wishes,
Haris
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