Embracing the AI Revolution in Education: A Journey Through Generations
By David Hatami
As the gargoyle spires of Oxford have witnessed centuries of academic evolution, so have we observed the transformative landscape of education. From the sacred halls of medieval universities to the digital classrooms of today, education remains a bastion of knowledge and wisdom. This journey, akin to the rituals of ancient academies, has been marked by a relentless quest for enlightenment, shaping generations of thinkers and innovators.
Historically, education has been guarded by stewards of knowledge, reminiscent of the Knights Templar who protected sacred relics. This guardianship, while noble, will often resist the winds of change, echoing the sentiments of educational pioneers like John Dewey and Horace Mann. Their visions, crafted over a century ago, now confront an unprecedented challenge: the digital revolution.
Growing up in the 1970s, I witnessed firsthand the dawn of this revolution. The introduction of Apple 2e computers in classrooms and the novelty of early software like Delta Draw and Oregon Trail marked the beginning of a new era. The excitement of these innovations was palpable then–even as educators grappled with the implications of technology in learning, evidenced by later debates by math teachers over calculator use in classrooms.
The 1990s brought further advancements, with computer labs becoming a staple in schools and the advent of the internet revolutionizing access to information. This period marked a significant shift, from traditional learning methods to a digital-first approach, forever altering the educational landscape.
While I do share these sentiments (as any proper academic would), one must ask oneself, why am I so passionate about my belief system? I have been questioning this from AI’s rise and especially since it finally went one step further into the mainstream last November with OpenAI’s ChatGPT. At first when I heard all the buzz, I dismissed it all as a fad and inconsequential. However, with the persistence and prevalence in the HigherEd literature I began to get curious. But, it was not until I saw the platform for myself was I incomprehensibly floored! Instantly hooked, reading voraciously anything I could get my hands on that had to do with this wonderful new technology. Seeing both the potential and the pitfalls.
In recent years, the rise of Artificial Intelligence (AI) has sparked a new debate in education. From K-12 to higher education, AI's integration into learning environments is both a potential boon and a challenge to traditional teaching methods. This seismic paradigm shift raises crucial questions about the role of AI in education.
The development of AI mirrors historical breakthroughs like gunpowder or electricity. Its significance lies not in the invention itself but in the myriad ways it can be applied to solve old problems. This perspective is vital in understanding the current shift in educational paradigms. We have a one-size fits all system whereby we leave many students behind because we struggle to manage student outliers. Believing there is only “one-way” to formally educate our populous. Why does it always remain just so?
Thinking about all of this brought one of my favorite books written by the late, Howard Gardner on his Theory of Multiple Intelligence (MI) to mind. What if we could reach the previously unreachable students? Isn't this the reason our educational system begins in the first place? AI proponents (myself included) would argue here this technology has the potential to fill in the gaps of human educators and revolutionizing our educational systems by enhancing the concept of personalized learning experiences. In this universe, students would have an opportunity to receive customized content, feedback and assessments tailored to their individual needs and learning styles. This level of personalization could potentially ensure students receive the right support and challenges to progress at their own pace. More importantly, less of them would fall between the cracks with the potential to do this at scale in an economically feasible manner.
Much like our Templar brethren before us, it certainly behooves us to consider our responsibilities as academic stewards, not prematurely judging today’s generation of k-12 or college students' eagerness for embracing ChatGPT. While I am not condoning plagiarism or academic theft in any form; however, it seems to me we are we just being stubborn for its own sake when it comes to telling students not to use AI, when they fully well understand the resources, they have at their disposal. I would suggest drawing from the light of reason and knowledge to fully recognize the cold hard facts of the new digital age; at no point, can we ever put this genie back in the lamp from whence it came while simultaneously trying to pretend it never existed.
We have all been reading articles for the past year arguing pro-or-con regarding development of AI detection software seeking to automate AI used by student stakeholders in the digital classroom. Struck by the naiveté of this approach, it's difficult to for me to imagine what a waste of valuable resources this has caused our industry. Albeit, understandably crafted with the best of intentions, it has unintentionally set up an adversarial relationship paradigm of academics vs. students. We are going about this technological adaptation all wrong. As the “old guard” we are attempting to safeguard our institutional integrity because we believe, at its core we are not only looking out for our student stakeholders; instead, we believe we are protecting future generations from evolving into a dystopian future somewhat resembling Mike Judge’s iconic 1990's film, “Idiocracy”.
We fail to recognize our problem does not lie with our students so much; rather, I would suggest the issues are with our meticulously crafted (and very Un-AI friendly) curriculum which have become largely moot almost overnight. Are we better to assume, as the responsible adults in the proverbial room, that students are not going to stop using AI or ChatGPT for any reason? Our focus should be on embracing the technology in a way that re-evaluates our pedagogical assessment strategies instead of trying to figure out if they were cheating or not. My suggestion is use this as a tool to compel students to think critically instead of bothering ourselves with rote memorization. We live in a world where answers to any question is a few keystrokes away? I would submit, why would they be motivated to memorize something if they know they are going to choose to forget it all once they are done with a test. What if..... What if.... instead of boring students to death with 30 of their peers in the classroom, we challenged them every day, at their level, without wiggle room of missing information given in an instructor led lecture? What if.... What if, we had a classroom of 30 students to one SME faculty instructor where students were tutored, lesson-by-lesson, by GPT? That theoretically could be managed by one teacher for guidance--at scale. While I am simplifying these examples, it's done out the need for brevity. There are obvious pitfalls and benefits that still need to be worked out on the national and global stage. My point is, I think we are jumping to conclusions and making a diagnosis before we even know what the real ailment of our educational systems looks like.
Yet, as we navigate this shift, we must not overlook the essence of education. AI's potential to revolutionize learning through personalized experiences, adaptive assessments, and virtual assistance is immense. Teachers, freed from routine tasks, can focus more on mentoring and fostering critical thinking. AI's capacity to democratize education, offering equal access to resources irrespective of location or financial status, is a game-changer.
However, embracing AI is not without its challenges. The lack of emotional connection in AI-led teaching, potential job displacement, privacy concerns, and ethical considerations are valid issues that need to be considered. These challenges call for a balanced approach, blending the best of traditional methods with the advantages of AI.
It seems to me, the integration of AI in education is not a question of "if" but "how". We stand at a precipice in education, akin to the Templars of old, who are tasked with shaping the future of tomorrow's educational system. As we journey from the medieval spires of Oxford to the digital classrooms of today, we reflect upon our enduring quest for knowledge. As stewards of this legacy, we must navigate this new era with wisdom, balancing tradition with innovation if we want to unlock the full potential of AI in education and faithfully serve the students, we have all sworn to protect.
--David Hatami, Editor. AI Revolution in Education: K-12 & Higher Education Professionals.
December 18, 2023.
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