Introducing artificial intelligence (AI) in educational settings has sparked significant debate among educators, policymakers, and technology advocates. As large language models and other AI developments make headlines, the question arises: will these technologies enhance or hinder the learning experience for students?
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In this photo taken Nov. 4, 2015, computer science teacher Sheena York, center, helps fifth grade students work on programming during their weekly computer science lesson at Marshall Elementary School in Marysville, Wash. The school, north of Seattle, joined a growing movement nationwide to expose more public school children to computer science, even as early as in kindergarten. (AP Photo/Elaine Thompson) |
Proponents of AI, including tech companies and some educators, argue that these tools have the potential to transform education for the better. OpenAI, a leading AI organization, has collaborated with well-known educational technology companies to promote AI as a means to improve learning outcomes. Notably, Khan Academy, which offers free educational resources, has embraced AI, with its founder, Sal Khan, publishing a book titled *Brave New Words*. Khan envisions AI as a way to uplift learners globally, although some critics suggest he might benefit from a deeper understanding of Aldous Huxley’s cautionary themes about technology.
Philanthropist Bill Gates, a former CEO in the tech industry, also advocates for AI in education. He dedicates a section of his blog to discussing how technology, especially AI, could shape the future of learning, reflecting optimism about its potential benefits.
#### Growing Concerns About Technology in Classrooms:
In contrast, many educators and policymakers are expressing skepticism about the incorporation of AI and digital technology in the classroom. The Los Angeles Unified School District has become the largest school district in the United States to ban smartphones from classrooms, a decision reflecting broader concerns about students' ability to focus and engage with their studies. In New York, Governor Kathy Hochul is considering a similar ban, with New York City Schools Chancellor David Banks indicating support for this direction.
Even Sweden, a nation that once led the way in digitizing education, has recently reversed its stance, implementing a complete ban on digital educational tools for students under six years old. This shift highlights a growing recognition of the potential downsides of excessive screen time in early education.
#### Identifying the Core Issues:
To address the ongoing debate, both advocates and critics must examine the root problems facing education today. Proponents of digital technology in the classroom argue that the primary issue is access. They contend that students lack sufficient access to high-quality instructional materials and personalized learning experiences, which AI-powered tutors could help provide.
Conversely, critics who advocate for reducing technology's presence in education point to the issue of attention. They argue that devices, particularly smartphones, disrupt students' focus and concentration, ultimately impairing their ability to engage in the intellectual work necessary for effective learning.
### The Impact of Technology on Learning: A Closer Look:
As the debate over the role of technology in classrooms intensifies, particularly with the rise of artificial intelligence (AI), it is crucial to assess the real impact of these tools on student outcomes. While some advocate for the inclusion of AI and other digital technologies in education, claiming it improves access to information and personalized learning, the data suggests a more complex story.
#### Access to Information: Has It Helped?:
The introduction of the internet into classrooms was initially hailed as a major breakthrough in providing students with unlimited access to information. By 2005, 94% of American public schools had internet access, according to the National Center for Education Statistics. However, when we examine student outcomes during this period, the results are less encouraging.
According to the Program for International Student Assessment (PISA), American students' performance declined after the adoption of the internet:
- **Reading**: Scores dropped from 504 in 2000 to 489 in 2006.
- **Mathematics**: Scores fell from 493 in 2000 to 474 in 2006.
- **Science**: Scores decreased from 499 in 2000 to 489 in 2006.
The same trend occurred with the rise of smartphones. By 2015, the majority of adolescents had access to smartphones, giving them constant access to information. However, PISA scores from 2009 to 2015 show little improvement:
- **Mathematics**: Scores dropped from 487 in 2009 to 470 in 2015.
- **Science**: Scores decreased from 502 in 2009 to 496 in 2015.
Since the U.S. was among the first countries to widely adopt these technologies in education, we would expect to see American students outperform their global peers if these tools significantly enhanced learning. Instead, the opposite occurred, indicating that simply increasing access to information does not guarantee better educational outcomes.
The Problem of Attention: A Growing Concern:
While advocates of digital technology in classrooms focus on access, critics emphasize the issue of attention. The ability to focus on learning is essential for academic success, and there is growing evidence that technology, especially smartphones, is fragmenting students' attention.
One troubling trend is the increasing diagnosis of attention-related disorders among students. According to the Centers for Disease Control and Prevention (CDC), the percentage of children and adolescents diagnosed with ADHD nearly doubled between 1997 and 2016, rising from 6.9% to 10.2%. This suggests that students' ability to focus may be declining in the digital age.
Multiple studies support this concern. For example, research has shown that students who text during class tend to have lower grades and test scores. Another study revealed that while texting might not immediately affect comprehension, it impairs long-term retention. Even the mere presence of a phone can be distracting: a 2017 study from the University of Chicago found that students performed significantly better on cognitive tasks when their phones were in another room compared to when they were on their desks or in their pockets.
Technology as a Tool: Is AI the Solution?
Technology is, ultimately, a tool designed to solve problems. But to argue for AI in classrooms, we first need to understand the impact of previous technologies on education. The case for using AI in education must go beyond the promise of access to information, as decades of experience with the internet and smartphones have shown limited, if any, positive effects on student outcomes.
At the same time, the negative effects of technology on students' attention are becoming increasingly evident. With the rise of smartphones and other devices, students are more distracted than ever, and this distraction is contributing to poorer learning outcomes.
#### The Need for Caution:
In 1979, media theorist Marshall McLuhan popularized an adage from Father John Culkin: "We become what we behold. We shape our tools, and thereafter our tools shape us." This warning rings true today. Our students are being shaped by the technology they use, and the question is whether that shape is leading to smarter, more capable learners—or something less desirable.
As we consider the future of AI in education, it is essential to learn from the past. Suppose we allow AI and other digital tools to dominate the classroom without clearly understanding the problems they are meant to solve. In that case, we risk creating students who are more dependent on technology but less able to think and learn independently.
As the debate over the role of technology in classrooms intensifies, particularly with the rise of artificial intelligence (AI), it is crucial to assess the real impact of these tools on student outcomes. While some advocate for the inclusion of AI and other digital technologies in education, claiming it improves access to information and personalized learning, the data suggests a more complex story.
#### Access to Information: Has It Helped?:
The introduction of the internet into classrooms was initially hailed as a major breakthrough in providing students with unlimited access to information. By 2005, 94% of American public schools had internet access, according to the National Center for Education Statistics. However, when we examine student outcomes during this period, the results are less encouraging.
According to the Program for International Student Assessment (PISA), American students' performance declined after the adoption of the internet:
- **Reading**: Scores dropped from 504 in 2000 to 489 in 2006.
- **Mathematics**: Scores fell from 493 in 2000 to 474 in 2006.
- **Science**: Scores decreased from 499 in 2000 to 489 in 2006.
The same trend occurred with the rise of smartphones. By 2015, the majority of adolescents had access to smartphones, giving them constant access to information. However, PISA scores from 2009 to 2015 show little improvement:
- **Mathematics**: Scores dropped from 487 in 2009 to 470 in 2015.
- **Science**: Scores decreased from 502 in 2009 to 496 in 2015.
Since the U.S. was among the first countries to widely adopt these technologies in education, we would expect to see American students outperform their global peers if these tools significantly enhanced learning. Instead, the opposite occurred, indicating that simply increasing access to information does not guarantee better educational outcomes.
The Problem of Attention: A Growing Concern:
While advocates of digital technology in classrooms focus on access, critics emphasize the issue of attention. The ability to focus on learning is essential for academic success, and there is growing evidence that technology, especially smartphones, is fragmenting students' attention.
One troubling trend is the increasing diagnosis of attention-related disorders among students. According to the Centers for Disease Control and Prevention (CDC), the percentage of children and adolescents diagnosed with ADHD nearly doubled between 1997 and 2016, rising from 6.9% to 10.2%. This suggests that students' ability to focus may be declining in the digital age.
Multiple studies support this concern. For example, research has shown that students who text during class tend to have lower grades and test scores. Another study revealed that while texting might not immediately affect comprehension, it impairs long-term retention. Even the mere presence of a phone can be distracting: a 2017 study from the University of Chicago found that students performed significantly better on cognitive tasks when their phones were in another room compared to when they were on their desks or in their pockets.
Technology as a Tool: Is AI the Solution?
Technology is, ultimately, a tool designed to solve problems. But to argue for AI in classrooms, we first need to understand the impact of previous technologies on education. The case for using AI in education must go beyond the promise of access to information, as decades of experience with the internet and smartphones have shown limited, if any, positive effects on student outcomes.
At the same time, the negative effects of technology on students' attention are becoming increasingly evident. With the rise of smartphones and other devices, students are more distracted than ever, and this distraction is contributing to poorer learning outcomes.
#### The Need for Caution:
In 1979, media theorist Marshall McLuhan popularized an adage from Father John Culkin: "We become what we behold. We shape our tools, and thereafter our tools shape us." This warning rings true today. Our students are being shaped by the technology they use, and the question is whether that shape is leading to smarter, more capable learners—or something less desirable.
As we consider the future of AI in education, it is essential to learn from the past. Suppose we allow AI and other digital tools to dominate the classroom without clearly understanding the problems they are meant to solve. In that case, we risk creating students who are more dependent on technology but less able to think and learn independently.
#### Conclusion:
The discussion surrounding AI and digital technology in classrooms reflects broader tensions in education. As advocates and critics articulate their positions, it becomes essential to clarify the underlying problems that need addressing to ensure a productive learning environment for all students.
The discussion surrounding AI and digital technology in classrooms reflects broader tensions in education. As advocates and critics articulate their positions, it becomes essential to clarify the underlying problems that need addressing to ensure a productive learning environment for all students.
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