Really interresting text. To me, one of the fundamental dillemas (or critical point to watch) facing teachers in regard to the integration of AI is well articulated in this article (Exploring the Impact of ChatGPT on Business School Education: Prospects, Boundaries, and Paradoxes - https://journals.sagepub.com/doi/full/10.1177/10525629241261313), mainly the "Paradox of expertise" part (Pp.921-925), and I think there's a link between your text and this paradox.
It goes approximately as follows : it highlights that while generative AI simplifies lower-level tasks, it can hinder the development of higher-level skills required for complex tasks. Beginners using AI risk neglecting the foundational learning essential for deeper expertise. The easy availability of AI-generated answers may encourage students to bypass the effort of learning, limiting their mastery of fundamentals and creative potential. Moreover, AI could reduce entry-level job opportunities—crucial for skill development—by automating such tasks.
I think "bypass the effort" is an element that will require ongoing scrutiny if we are to succesfully integrate AI in the cognitive ecosystem of our classrooms.
Fully agree. The latency is largely due to the way we have to assess & examine, however. While the grades that students attain are very high stakes and impact their life chances, educators do not have full freedom to be able to experiment. The exams are built to fit a 1940s paradigm, and it’s beyond frustrating that we have to teach students to jump through an extremely outdated hoop. Yes, AI can help in some ways, but it’s new to all of us. We are not engineers and the pressure from Silicon Valley to keep up is intense, as well as profit-driven. The students need their grades. Their parents’ taxes or wages are paying for that, and we do them a disservice if we jeopardise that. That said, many of us certainly are using AI to teach with & about and we are introducing some elements to students as age-appropriate.
Nevertheless I 100% agree that the entire thing needs to change. It has needed to change for a very long time.
We desperately need the government to have the courage to move things on, right now!
Really interresting text. To me, one of the fundamental dillemas (or critical point to watch) facing teachers in regard to the integration of AI is well articulated in this article (Exploring the Impact of ChatGPT on Business School Education: Prospects, Boundaries, and Paradoxes - https://journals.sagepub.com/doi/full/10.1177/10525629241261313), mainly the "Paradox of expertise" part (Pp.921-925), and I think there's a link between your text and this paradox.
It goes approximately as follows : it highlights that while generative AI simplifies lower-level tasks, it can hinder the development of higher-level skills required for complex tasks. Beginners using AI risk neglecting the foundational learning essential for deeper expertise. The easy availability of AI-generated answers may encourage students to bypass the effort of learning, limiting their mastery of fundamentals and creative potential. Moreover, AI could reduce entry-level job opportunities—crucial for skill development—by automating such tasks.
I think "bypass the effort" is an element that will require ongoing scrutiny if we are to succesfully integrate AI in the cognitive ecosystem of our classrooms.
Thanks David, there is certainly a lot to unpack, productive resistance in AI use I think is key - wrote a little bit about it here: https://www.linkedin.com/posts/carloiacono_genai-deepthinking-cognitiveamplification-activity-7281144797313081344-WCdw?utm_source=share&utm_medium=member_desktop
Fully agree. The latency is largely due to the way we have to assess & examine, however. While the grades that students attain are very high stakes and impact their life chances, educators do not have full freedom to be able to experiment. The exams are built to fit a 1940s paradigm, and it’s beyond frustrating that we have to teach students to jump through an extremely outdated hoop. Yes, AI can help in some ways, but it’s new to all of us. We are not engineers and the pressure from Silicon Valley to keep up is intense, as well as profit-driven. The students need their grades. Their parents’ taxes or wages are paying for that, and we do them a disservice if we jeopardise that. That said, many of us certainly are using AI to teach with & about and we are introducing some elements to students as age-appropriate.
Nevertheless I 100% agree that the entire thing needs to change. It has needed to change for a very long time.
We desperately need the government to have the courage to move things on, right now!