Those readers who know me realize that I have been on a journey the past 18 months to learn more about artificial intelligence (AI) and to discover what the connection is, and will be in the future, to education and learning. I am thankful to have had the opportunity to experiment with AI in the classroom, engage in some research on the topic, and learn from my students. As a result, here are some things I have learned about AI and education.

This is not designed to be an exhaustive list. Nor is this created to be prescriptive for others. Everyone is at a different place of comfort and expertise with AI. This is merely a personal reflection on how I see AI impacting my classroom and education as a whole.

Here is Part One of my list:

15% vs. 85%

As I read about AI and research its implications, it is clear to me that in schools we tend to focus on text and conversation-based AI services, such as ChatGPT, Google Gemini, or Microsoft Copilot. The reality is that this is only a small sample of what is actually happening in AI. Artificial intelligence is disrupting journalism, the paralegal profession, medicine, and many other walks of life. If we only focus on the most popular natural language tools we likely miss the way that AI is transforming many walks of life. How can we best prepare our students for THEIR futures if we are completely unaware of these circumstances? Speaking of disruption….

Disruption

In Futurproof: 9 Rules for Humans in the Age of Automation, author Kevin Roose argues persuasively from history that many people underestimate the impact of disruptive innovations when they initially emerge. Roose cites the historical impact of such inventions of the printing press and the internet to build his case. I have heard many educators express the conviction that this profession will not be impacted by AI because of the unique human connections that teachers provide. But according to Roose, this type of stated security is likely not realistic based on historical precedent. I fully expect that many educators will have their existing patterns challenged.

Knowing the Why

Author Simon Sinek wrote about the “compelling why”, but educators have long had the “why” behind each classroom lesson and activity in mind. Yet we may become complacent and not express the “why” for these lessons with our students are readily over time, thinking that the value and purpose is obvious. I believe that the emergence of AI will lead educators to express the “why” much more clearly, especially when students may readily see an activity or assignment as easy to complete by AI. It may not enough anymore to tell students not to copy and plagiarize. Because of the unique nature of AI textual output, students are questioning the value of assignments and activities even more. I do think it is a good thing that AI is prodding educators to more fully explain the “why” of what we do in the classroom.

What have you learned about AI? I would love to hear more about your experiences. Feel free to share them as a comment to this post, via email, or through another method.

In the meantime, stay ready for Part Two of What I Have Learned About AI and Education, coming soon!