Welcome to the Machine: Opportunities and Risks of Generative Artificial Intelligence for Education, written by Senior Fellow Dr Michael Johnston, will help educators and policymakers navigate the rapidly evolving landscape of AI in education.
It finds that AI will not change what students need to learn. "It is still important for schools to teach key subjects like science, history and maths," says Dr Johnston. "Students still need to learn fundamental skills and acquire knowledge. Critical thinking and creativity depend on knowledge."
Drawing on scientific research on human learning, the report gives guidance on how AI can help students learn better, and how to avoid potential pitfalls. Educators must understand appropriate ways to use AI with their students. "If students use AI for tasks before they have learned the basics, it can slow down their learning later on," Dr Johnston said.
The report sees both risks and opportunities in using AI for education. AI can help teachers give better feedback and track student progress. But it should not replace the important relationships between students and expert teachers. "Learning involves human connection, where teachers skilfully impart knowledge. AI should be used to support teaching, not replace it," says Dr Johnston.
The New Zealand Initiative believes this report will help people make good decisions about AI in schools, to get the best outcomes for students.
Click here to download the two-page summary of Welcome to the Machine: Opportunities and Risks of Generative Artificial Intelligence for Education
Drawing on scientific research on human learning, the report gives guidance on how AI can help students learn better, and how to avoid potential pitfalls. Educators must understand appropriate ways to use AI with their students. "If students use AI for tasks before they have learned the basics, it can slow down their learning later on," Dr Johnston said.
The report sees both risks and opportunities in using AI for education. AI can help teachers give better feedback and track student progress. But it should not replace the important relationships between students and expert teachers. "Learning involves human connection, where teachers skilfully impart knowledge. AI should be used to support teaching, not replace it," says Dr Johnston.
The New Zealand Initiative believes this report will help people make good decisions about AI in schools, to get the best outcomes for students.
Click here to download the two-page summary of Welcome to the Machine: Opportunities and Risks of Generative Artificial Intelligence for Education
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Dr Michael Johnston has held academic positions at Victoria University of Wellington for the past ten years. He holds a PhD in Cognitive Psychology from the University of Melbourne. This article was published HERE
Dr Michael Johnston has held academic positions at Victoria University of Wellington for the past ten years. He holds a PhD in Cognitive Psychology from the University of Melbourne. This article was published HERE
1 comment:
What a relief to have cognitive science help us escape from the all encompassing net of ideological nonsense academia has snared and damaged our education system for far to long. Charismatic characters have dominated rather than even rational thought and common sense.
Many teachers in the past noticed phonic reading instruction didn't produce the great numbers of failures of whole word and Whole Language. Grammar, handwriting and structured spelling produced better written work and memorising tables and basic arithmetic algorithms made children better at maths. Explicit instruction clearly was the most effective teaching. Good traditional teaching, from my experience always had a mix of some freedom as well as discipline for students to discover and learn new information.
Our education system is in crisis and we drastically need to have things change. My concern as with all technology in education, is the belief that AI will fix all our educational problems, without considering the fundamental flaws in our pedagogies. I have seen this mistaken view over the decades with all sorts of technological gimmicks having millions of dollars spent on them. but resulting in no improvements in academic standards.
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