AI: Transforming Education

Terry Pratchett once said, “Real stupidity beats artificial intelligence every time.” The cynical reality of this statement (by Revaant's favorite author!) becomes evident as we navigate an era of rapid technological advancement, where humans are forced to constantly adapt to new tools, often before fully understanding their implications.

Emerging technologies such as generative AI are poised to drive a paradigm shift in access to education, raising critical questions: Will they improve learning outcomes or hinder students' ability to think independently? Will they bridge educational gaps or widen inequality? To answer these questions, we must examine both historical and contemporary perspectives on technology in education.

Learning from the Past: The PowerPoint Debate

Consider PowerPoint—an educational tool that, upon its introduction, sparked similar debates. Some educators, such as Professor Michelle Denise Miller, argued that PowerPoint’s passive nature hindered engagement and should be abandoned altogether. Others believed that, when used correctly, PowerPoint enhanced teaching by adding visual support and structure to lessons. Research by Claudio Brasca et al. and Jennifer Clark found that students responded positively to PowerPoint when paired with engaging instructors.

Ultimately, PowerPoint has become a staple in education, proving that technological tools are not inherently harmful or beneficial—it is their implementation that determines their effectiveness.

Generative AI: A New PowerPoint or a New Challenge?

The introduction of generative AI, particularly ChatGPT, has ignited similar debates. Initially banned in New York public schools, ChatGPT was later embraced as an educational tool (Banks). The concerns surrounding AI largely revolve around its reliability, ethical considerations, and potential for misuse.

Critics, including researchers from the study "What if the Devil is My Guardian Angel?" (Tlili et al.), highlight AI’s tendency to provide misleading information. For instance, ChatGPT falsely claimed that user conversations were not stored, raising concerns about data privacy—especially for young learners.

At the same time, AI-powered learning has shown promise. Kevin Roose of The New York Times suggests that banning AI is futile, as students will find ways to access it. Instead, he advocates for teaching students how to use AI effectively, much like learning a new research tool. Some educators have already adopted AI in their curriculum by having students critique AI-generated essays, improving their analytical skills (Waxman).

The Case for Flipped Learning and AI Tutoring

Proponents of AI in education, such as Robyn Howton from ISTE, advocate for a “flipped classroom” approach. In this model, students engage with lessons outside of school—often through video lectures—while classroom time is reserved for discussion, collaboration, and application. Personalized AI tutors could further enhance this approach, adapting lessons to students' needs through mini-quizzes and targeted support.

As part of my research, I personally interviewed Dr. Brandon Olszewski, Director of Research at ISTE, to gain insight into the role of AI in education. Dr. Olszewski sees merit in this shift, stating:

“How do you want to spend those minutes of the day at school? Those minutes are better spent discussing, working on projects, [and] collaborating with each other… rather than having somebody explain what’s in [a textbook] before I give it a go myself.”

The Risks of Over-Reliance on Technology

Despite its potential, full dependence on AI poses risks. The COVID-19 pandemic revealed the pitfalls of remote learning, with students experiencing significant learning loss—particularly those in underserved communities (Leonhardt). Similarly, flipped learning relies on students having stable home environments and adequate resources, which is not always the case.

Moreover, technology may be reshaping students' cognitive abilities. Nicholas Mancall-Bitel reports that the increasing use of technology has reduced attention spans, forcing educators to simplify and condense lessons at the expense of depth (Mancall-Bitel).

Striking a Balance: The Future of AI in Education

The key takeaway is that technology itself is not the issue—over-reliance on it is. While AI has the potential to make education more efficient and personalized, it must be implemented thoughtfully to avoid exacerbating inequality and diminishing critical thinking skills.

Government initiatives, such as California’s push for universal Chromebook access in public schools, could help ensure that AI-driven education benefits all students. However, educators and policymakers must remain vigilant in assessing AI’s long-term impact.

The future of education will not be determined by AI alone but by how we, as humans, choose to integrate it into learning environments.

References

Banks, David C. “ChatGPT caught NYC schools off guard. Now, we're determined to embrace its potential.” Chalkbeat, 18 May 2023.

Brasca, Claudio et al. “Technology is shaping learning in higher education.” McKinsey, 15 June 2022.

Clark, Jennifer. “PowerPoint and Pedagogy: Maintaining Student Interest in University Lectures.” College Teaching, vol. 56, no. 1, 2008.

Howton, Robyn. “Turn Your Classroom Into a Personalized Learning Environment.” ISTE, 19 May 2015.

Leonhardt, David. “‘Not Good for Learning.’” The New York Times, 5 May 2022.

Mancall-Bitel, Nicholas. “How to teach a distracted generation.” BBC, 20 February 2019.

Miller, Denise. “Learning from PowerPoint: is it time for teachers to move on?” The Conversation, 24 September 2015.

Olszewski, Brandon. Personal Interview, 2 December 2023.

Reynolds, Pete, and Olivia B. Waxman. “How Teachers Are Using AI Like ChatGPT in Schools.” Time, 8 August 2023.

Roose, Kevin. “How Schools Can Survive A.I.” The New York Times, 24 August 2023.

Tlili, Ahmed et al. “What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education.” Smart Learning Environments, 22 February 2023.