New School: AI in the a.m., IKEA in the p.m.
Yet nothing in this AI education model is really that new...except for the Storklinta.
A recent NBC News story featured a click bait headline of “This Private School Teaches Students Through AI.” Well, like many media framing techniques, the headline was just….sort of true.
Actually, in teacher terms, the news package simply featured a flipped classroom with plenty of time for experiential and active learning. A flipped classroom requires students to learn basics, like definitions, before class, so they can focus on applying that knowledge with teachers and fellow students. EdTech plays a starring role in most flipped classrooms, including some of mine.
Flipped classrooms are not new, but integrating AI for individualized learning as part of a flipped strategy holds promise, especially when this tech frees up more time to apply knowledge. What is new is the integration of user-friendly, AI-powered tech which can make learning faster, individualized, tracked, and analyzed. Far less teacher time is spent on making sure everyone is on the same page and attending to disruptions.
In non-teacher terms, students knocked out their computer-based, individualized AI-powered learning in about 1.5 hours and then put the technology away for human-centered learning for the rest of the day. Yes, the AI tech saved enough time for an afternoon learning assignment to assemble IKEA furniture without supervision.
Hey IKEA-assembling kids, if you are reading, please reach out. We have enough assembly chores over here to keep you in Nerd Clusters, Sephora Minis, and Fortnite V-Bucks until college.
I loved watching middle schoolers embrace the do-fail-learn-grow process of the group work of rock wall climbing and building together as part of their afternoon hands-on learning. Striking that balance of individualized learning is exciting especially when it leaves time for more human-centered assignments. Yet, the advocate in me is reminded that when news media frames the wrong challenge, lawmakers return unworkable solutions.
A teacher feels the power of repetition in her bones. So, class, let’s remember: efficiency can sometimes undermine effectiveness. When it comes to AI and learning, we must also remember:
We don’t have to become computer scientists to participate in the AI conversation. We do have to learn to have conversations with them, and we must insist on our inclusion in these debates as decision-makers mull investments in AI and education.
Communicators and teachers must prioritize AI literacy, and leaders and administrators must support that goal with tangible resources. The EdTech companies are most likely fluent in AI while too many of us are still learning our letters.
Bigger and more responsible discussion about AI in education can boost its benefits while mitigating the harms. And, certainly harms lurk behind the friendly, enthusiastic bots even if they do leave more time for rock walls, music, and trust falls.
For example, I have some questions. . .
I deeply appreciate the value AI brings in creating high-quality individualized learning to students. But, what do we lose when we trade the relational aspect of teaching for efficiency? What happens when we trade efficiency for patience? While the kids in this package loved the extra rock wall climbing, what happens when students don’t feel like they should have to work together since learning has become so individualized….and hey, working with humans is just so time consuming with their different orientations to the world and ways of working.
What sort of learning motivation theories should we consider when we combine AI with traditional learning. Can a kid not do the group baking contest in the afternoon if they didn’t finish in time? Admittedly, I still remember losing recess in 2nd grade for forgetting my homework—Mrs. Childs was no joke. And, one missed recess visiting with Mrs. Childs was enough to teach me. But there’s something troubling about keeping a child glued to a computer while their friends play.
I love that AI can hide the class leveling. One child can be in advanced math while the person next to him can be catching up. This privacy is helpful for students, but speaking of privacy, what do the tech companies gain from the learning experiences of our children? Furthermore, strong teachers know what the child got wrong as well as why. Can the computer tell if the child is hungry?
Speaking of hungry….a level of computer literacy and practice is required for children to succeed in this system. I am fairly AI-forward, and we experiment with the technology in my college classrooms. However, I am haunted by the words of Michael Soskil, who said, “I hate to see machines teaching kids from the most disadvantaged school districts while kids in high resource areas are getting caring, human teachers.” Mr. Soskil is a PA elementary teacher and recipient of the Presidential Award for Excellence in Math and Science and gave these remarks as part of a hearing on AI and society in early 2024.
Perhaps a trust fall, rock wall, or yes IKEA building team bonding activity between teachers and EdTech professionals could help us sort through these questions. But, responsible AI use in communication and teaching only happens if we learn the basics of literacy and insist on joining the conversation.