During the 2023 back-to-school season, the potential of artificial intelligence (AI) to revolutionize or disrupt education—depending on one's perspective—was widely discussed in media headlines. While the excitement and concerns around ChatGPT, released in November 2022 and initially banned from many school districts, may have peaked last year, AI remains a focal point among education philanthropists and technology experts.
AI's ultimate impact on education is a critical question for the nation's school systems. As AI tools evolve, their implications extend beyond language learning models like ChatGPT. Predictions suggest AI will be used for personalized learning, assisting teachers with routine tasks, assessment and data analysis, and potentially other unforeseen purposes.
From infancy, humans exhibit a remarkable capacity to learn about their environment. This ability to learn—termed "neural plasticity" by researchers—combined with social nature equips humans with the skills to navigate diverse environments. Throughout history, learning has involved observation, play, imitation, and social interactions with peers and adults. Understanding how human brains are built to learn is crucial when assessing AI's role in education.
Experts emphasize the importance of critically evaluating whether adopting AI tools might distance students from traditional learning modalities such as movement, play, and social interaction. The interplay between learning science and AI technologies will significantly impact education's future, particularly concerning equity.
Modern schooling often overlooks children's biological, cognitive, and social needs—especially those of low-income children and Black, Indigenous or other people of color (BIPOC). It is essential to consider this when developing and implementing AI in classrooms.
Play is fundamental for learning
Play is sometimes viewed as conflicting with academic learning; however, educators recognize this as a false dichotomy. Unstructured or imaginative play offers diverse cognitive benefits such as improved emotional regulation, problem-solving skills, perseverance, and executive functioning—all valuable in academic settings. Play also directly enhances academic outcomes by improving language skills and correlating with future math achievement.
Pedagogical approaches that incorporate children's natural curiosity and capacity for play into instruction—including Montessori methods, project-based learning, and active learning—are associated with positive academic outcomes. Unfortunately, many children have limited opportunities for unstructured play due to shifts in parenting norms and reduced recess time at schools.
Relationships are central to learning
Modern school environments do not closely mimic historical hunter-gatherer learning settings but maintain a social component through teachers' presence and peer interactions. Humans' need for belonging drives motivation; thus removing social interactions from schools could negatively impact students' enjoyment of school life. Social interaction is vital for children's cognitive development.
Strategies integrating relationships into classrooms are linked to increased academic achievement. For instance, peer tutoring benefits students socially/behaviorally and academically while group learning improves decision-making skills. Positive relationships with teachers ease transitions into K-12 schooling increase engagement improve motivation foster positive academic outcomes
AI technology can deliver content effectively but removing its social context could backfire given humans' social nature.
Many educational technology tools already incorporate principles of cognitive science into classrooms AI opens new avenues Other organizations such as Institute Education Sciences Deans Impact National Academies Press illustrated ways apply US Department Education recently released guide developers creating educational tools
While strategies these organizations detail easily applied others don’t lend themselves well For example provide opportunities spaced practice forced recall practice discrete skill cannot yet identify reason student’s error concise clarifying explanation also ready personally meaningful reasons need understand something key drivers motivation
As all technologies shows promise reducing inequities exacerbate others Below sections discuss risks expanding ensure adoption decisions made equity forefront
1 Deepen digital divide
Expanded use potential exacerbate divide other inequities implications policy organizations capably covered Pandemic relief funds noteworthy investments internet connectivity broader divide leverage technologies won’t change without significant shifts policy practice Students affluent schools tend use creativity research analysis experimentation lower-income narrower purposes repetitive drills starker terms get facilitate hands-on takes advantage curiosity rather suppressing it
Technology standards reflect importance assist facilitate higher-level literacy access work higher-income white counterparts low income color Without thoughtful implementation disparities persist worsen Given transformative effect expected economy workforce specific important valuable skill today’s As came before way use just important level access However argument rushing expand low-income classrooms available speed advancement makes difficult discern effective quality evidence basis likely vary significantly What’s more examples reveal racial bias existing developers purchasers exercise considerable intentionality awareness ensure bringing exacerbate biases
2 Further reduce access opportunities incorporate principles fact asked narrow repetitive ways reflects broader disparity experiences Researchers found Colorado experienced narrower curriculum fewer opportunities choice more time expected sit quietly wait less movement physical activity Low-income given less exposure grade-level even shown capable completing challenging assignments tend less recess time Taken together means attending experience larger “evolutionary mismatch” difference provided one evolved within Schools often keep sitting quiet drilling passive forms One risk increased trend
3 Disrupt safe supportive environments BIPOC About one-third Black Hispanic attend high concentration poverty likely experience high level mismatch Regardless income face additional obstacles result racial inequity injustice Teachers overall tend less-positive perceptions negative interpretations responses behavior lower expectations abilities disproportionately suspended minor infractions compared white peers exhibit similar behavior Unsurprisingly accurately perceive climate culture unfair report sense belonging correlated number positive-related outcomes breadth depth scholarship experiences races ethnicities Latino American Indian Alaska Native finds similar themes negative expectations fail meet families’ needs cultural competence quality instruction Hypersocial nature importance going away anytime soon Safe supportive which including positive foundational condition should remain priority policymakers leaders concerned Because hard slow complicated easy overlook exciting promises disrupt serious costly mistake Researchers consistently find having teacher associated effects unsurprising given important maybe primary motivator types More likely make space affirm identities abilities bolstering student-teacher relationships Leaders policymakers want understand best bring emerging developed build learnings Rather focus isolation—or worse crowd out meaningful relationship building—they successful nonprofits offer meeting role models increasing literacy Black Girls Code Hidden Genius Project provide examples Technology always most successful works concert tendencies behavior ask anyone spends too much Just young child won’t learn voice TV parent advanced never usurp connection unstructured undoubtedly place role future must careful preserve reflects assume bodies minds adapt rapidly employed
