The Debate Over AI and Technology in Classrooms

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?

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)

#### Promises of AI in Education:

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.

#### 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.

Donald Trump's Words:::Just Listen to What He Says. Listen.

 ### The Danger of Normalizing Donald Trump's Words:

We must be careful not to become so accustomed to Donald Trump’s rhetoric that we overlook the harm it can cause. His words are often offensive, nonsensical, and at times frightening. If we aren’t careful, we may start to normalize his statements without realizing it, allowing him to manipulate and use us in the process.

### Media’s Role in Normalizing Trump’s Behavior:
Much of the corporate media plays a part in enabling Donald Trump by the way they cover him. Often, media outlets focus on the small drops of normalcy in his statements while neglecting the flood of incoherent, belligerent, and offensive remarks. Reporters are either afraid to challenge him directly, told by corporate executives to portray him in a certain light, or have become desensitized to his bizarre behavior and self-centeredness. This normalization is dangerous because it allows Trump’s offensive nonsense to go unchecked.

### The Trap of Searching for Meaning in Trump’s Statements:
Even those who oppose Trump can fall into the trap of trying to make sense of his words. We may listen to his speeches or read his statements, looking for a kernel of meaning or critical thinking. We may even attempt to filter out the gibberish, focusing instead on what his followers might interpret. But this approach is risky because it encourages us to dismiss his offensive and nonsensical statements, treating them as harmless when they are not.

### The Belligerence of His Debate Performance:
Trump’s performance in the recent debate highlighted his tendency to spew belligerent inanity. He often ignored the debate rules, rambling on past his allotted time to spread conspiratorial lies. His lack of substance was apparent; he had no facts to show that he cared about important issues or the people affected by them. Instead, he repeated racist disinformation and falsehoods, showcasing a simplistic and malicious view of complex issues.

### Spreading Racist and Misleading Claims:
One of the most egregious examples of Trump’s rhetoric during the debate was his repetition of debunked claims about immigrants. He once again pushed the narrative that millions of people were crossing the U.S. border to steal, commit crimes, and rape. He even repeated a racist falsehood about Haitians stealing pets to eat them. Trump ignored the fact that most Haitians in the city were legally in the U.S., and data shows that immigrants are less likely to commit crimes than native-born residents. Trump’s misleading claims stand in stark contrast to reality, and allowing such disinformation to go unchallenged only fuels xenophobia and racism.

By listening carefully to Trump’s words and understanding the harmful impact of his rhetoric, we can avoid falling into the trap of normalization. The media and public must remain vigilant in holding him accountable for the dangerous nonsense he spreads.

### Trump’s False and Disturbing Claims:
In a speech given in Springfield, Donald Trump made the shocking claim that people in the city were "eating dogs and cats." Local police and city officials quickly denied the allegation, stating there were no such reports. Despite this, Trump insisted it was true, claiming to have seen it on television. This type of baseless and sensationalized statement exemplifies how Trump often manipulates facts to stoke fear and outrage.

### Dodging Important Questions at the Debate:
During a recent debate, Trump was asked directly if he wanted Ukraine to win the war against Russian invaders and whether he would veto a national abortion ban. Instead of answering the questions, Trump avoided both issues entirely, revealing his reluctance to take clear stances on critical global and domestic matters. His evasiveness underscores a pattern of using vague, rambling statements to sidestep difficult questions and maintain flexibility in his positions.

### Diverting from Mass Shooting Tragedy to Praise of Autocrats:
At a Fox News town hall, Trump was asked about the tragic mass shooting at Apalachee High School in Georgia, where four people lost their lives and several others were injured. Instead of addressing the tragedy or offering condolences to the victims' families, Trump pivoted to praising Hungarian autocrat Viktor Orbán. He emphasized Orbán’s support for him, stating, “Viktor Orban made a statement, he said, ‘bring Trump back and we won’t have any problems.’” His failure to comment on gun safety or acknowledge the victims’ pain highlights his self-centered approach to public discourse.

### False and Dangerous Rhetoric on Transgender Issues:
At a Moms for Liberty event, Trump made an inflammatory and inaccurate claim about transgender issues in schools, stating, “Your kid goes to school and comes home a few days later with an operation. The school decides what’s going to happen with your child.” This statement is not only untrue but also plays into baseless fears about schools making medical decisions for children without parental consent. Such rhetoric feeds into conspiracy theories and stokes division over sensitive topics like gender identity.

### Incoherent Attacks on Kamala Harris:
In a speech at the Economic Club of New York, Trump once again displayed his tendency to ramble incoherently, this time targeting Vice President Kamala Harris. He accused her of wanting to defund the police, ban trafficking, and raise corporate taxes, but his statements became increasingly disconnected and nonsensical. Trump claimed, “[Kamala] wants to take away your private health insurance and unbelievably, she’ll see a text on unauthorized trafficking in those people’s living rooms at ease…” His disjointed attack on Harris continued with unsubstantiated accusations about her turning the U.S. into a “third-world banana republic.”

### Weaponizing the Justice System While Denying His Own Role:
Trump’s speech also featured a hypocritical defense of his own actions regarding political opponents. He falsely claimed, “She and her party are censoring speech, weaponizing the justice system, and trying to throw their political opponents, me, in jail.” He went on to say that he had never tried to jail Hillary Clinton, adding, “I said, that would be a terrible thing, wouldn’t it? Putting the wife of the President of the United States in jail…” However, during his 2016 campaign, Trump and his supporters frequently chanted “lock her up” when referring to Clinton. More recently, Trump has openly discussed his plans to weaponize the Department of Justice against his political adversaries if given the opportunity.

Donald Trump’s recent public statements, whether during debates, speeches, or town halls, reveal a troubling pattern of evasion, disinformation, and divisive rhetoric. His repeated refusal to address real issues, coupled with his willingness to make inflammatory and unfounded claims, continues to polarize and mislead the public. It is crucial to critically evaluate his words and hold him accountable for the harm they cause.

### Trump’s Evasion on Key Issues Like Childcare:
When asked a direct question about making childcare more affordable and what specific legislation he would prioritize, Donald Trump failed to offer a clear or substantive response. Instead, he admitted childcare is an important issue but quickly veered into an unrelated, incoherent rant about increasing tariffs on imports. He rambled about taxing foreign nations without providing any tangible solutions for childcare. His response—"childcare is childcare"—offered no specifics or insights into how he would tackle this pressing issue, leaving the original question unanswered.

### Bizarre Tangents in His Speeches:
At a rally in Las Vegas, Trump’s attempt to discuss the transition to electric vehicles took a strange turn when he abruptly started talking about shark attacks. He went on a bizarre tangent, recounting a story about a shark biting off a young woman’s leg, accusing people of making excuses for the shark. His disconnected rambling demonstrated how often he strays from important topics, using anecdotes that are not just irrelevant but also puzzling.

### Media Normalization of Trump’s Behavior:
As reported by Eugene Robinson in *The Washington Post*, much of the corporate media has become desensitized to Trump’s erratic behavior. His frequent lies, vengeful threats, and alarming signs of mental instability are often glossed over. Robinson highlights how the media has fallen into the trap of dismissing his behavior as just "Trump being Trump." However, these signs—especially given his age and deteriorating coherence—should not be ignored. This normalization is a dangerous trend that undermines the seriousness of his behavior and rhetoric.

### Offensive Comments About Soldiers and Women:
Beyond his incoherent ramblings, Trump has made numerous offensive remarks about soldiers, particularly those wounded or killed in service. His cruel and misogynistic comments about women further expose his disregard for basic decency. These remarks, combined with his inability to address key issues effectively, raise serious concerns about his fitness for office. Many former members of his cabinet and administration have come forward to warn the public about his dangerous behavior.

### The Need for Media to Focus on Trump’s Incoherence:
Journalist Greg Sargent, writing in *The New Republic*, emphasized that the media must prioritize Trump’s incoherence as a major story. His disjointed statements, lies, and alarming behavior should not be downplayed or normalized. It is time for the media and the public to recognize Trump for what he is: unfit to hold political office.

### Conclusion: The Urgency of Action:
As the election nears, it is crucial for voters to listen carefully to what Trump says and recognize the lack of coherence or meaningful policy solutions. His inability to focus on important issues, his offensive rhetoric, and his dangerous tendencies must be addressed. The nation cannot afford to normalize his behavior or risk allowing him back into power. It is more important than ever to get out the vote and support candidates like Harris and Walz, who offer stability and thoughtful leadership.

AI could be capable of 'learning by thinking', say researchers

 ### AI and the Concept of 'Learning by Thinking':

Recent research suggests that artificial intelligence (AI) might be capable of a cognitive process called 'learning by thinking,' a concept central to great discoveries. Traditionally, cognitive scientists have studied how people learn by observing the external world, a process known as observational learning. However, there is another form of learning—often overlooked—called 'learning by thinking.' This occurs when one gains knowledge not through external input, but through internal cognitive processes such as thought experiments and self-explanations.

According to Tania Lombrozo, a professor of psychology at Princeton University and author of a review published in *Trends in Cognitive Sciences*, 'learning by thinking' is a powerful tool that humans have used to advance knowledge. For instance, thought experiments involve exploring theoretical principles by mentally working through their consequences. Similarly, learning through self-explanations occurs when one makes sense of new information by connecting it to what they already know.

Historical figures like Albert Einstein and Galileo Galilei used thought experiments to develop groundbreaking ideas like the theory of relativity and insights about gravity. Lombrozo’s review, however, indicates that this type of cognitive process might not be limited to humans; AI, particularly advanced language models, could also engage in a form of 'learning by thinking.'

### AI's Potential for Self-Correction and Thought Experiments:

Lombrozo notes that recent developments in AI, particularly in large language models, show signs of this cognitive ability. When asked to elaborate on a complex topic, AI can sometimes refine or correct its initial responses based on the explanations it generates. This is similar to how humans refine their understanding through self-explanation.

In the gaming industry, simulation engines approximate real-world outcomes, and AI models can learn by using the outputs of these simulations as inputs for further learning. Additionally, prompting AI to draw analogies or engage in step-by-step reasoning can improve its ability to answer complex questions more accurately than through simple queries.

In some cases, AI models, like ChatGPT, even correct themselves without being explicitly told, which mirrors how humans learn by thinking. Lombrozo emphasizes that this self-correction is an emerging demonstration of AI's capacity to engage in thought-based learning.

This suggests that AI could one day harness a key aspect of human cognitive ability, advancing its problem-solving skills by thinking through complex scenarios without direct input from the outside world.

### 'Learning by Thinking' in Humans and AI: A Comparative Perspective:

In humans, 'learning by thinking' occurs through processes like explanation, simulation, analogy, and reasoning, according to Tania Lombrozo’s research. Lombrozo, a professor of psychology at Princeton University, highlights how this form of learning allows people to acquire knowledge without direct external input, unlike traditional observational learning.

One clear example of 'learning by thinking' in humans involves explaining how a microwave works to a child. During the explanation, one may discover gaps in their understanding, leading to deeper learning. Another instance occurs when rearranging furniture in a room. Instead of physically moving items right away, many people mentally simulate different layouts to determine the best arrangement before taking action.

Lombrozo draws comparisons between this human cognitive ability and AI's potential for similar processes. She notes that these comparisons raise important questions: Why do both natural (human) and artificial (AI) minds exhibit these characteristics? What purpose does 'learning by thinking' serve, and why is it valuable?

Lombrozo argues that 'learning by thinking' is a form of “on-demand learning.” Humans may learn new information without knowing its immediate relevance, storing it for future use when the context demands it. This ability allows for flexible application of knowledge in different scenarios.

However, the review also poses a critical question: Are AI systems truly 'thinking,' or are they simply mimicking the outcomes of such cognitive processes? While AI can demonstrate behaviors that resemble human 'learning by thinking,' the deeper question remains whether this is genuine reasoning or a sophisticated replication of the outputs associated with human thought.

This distinction could have profound implications for understanding the nature of AI cognition and its potential for autonomous learning.

Will Black Men Rally Behind Kamala Harris?

They Won’t Be Told to "Shut Up and Vote!":

This article explores the relationship between Black men and the Democratic Party, focusing on their potential support for Kamala Harris in future elections. Although I do not speak for all Black men, my observations reveal key trends in political attitudes. Black men, like Black people, are not a monolith, yet there are noticeable shifts in their political leanings. For example, a recent poll showed that in Pennsylvania, 6% of Black women and 16% of Black men support former President Donald Trump. Several factors seem to explain this growing disillusionment with the Democratic Party, as evidenced by a live discussion I observed among Black men on social media platform X (formerly Twitter).

#### Disillusionment with the Democratic Party:
Many of the Black men in the conversation expressed dissatisfaction with the Democratic Party, feeling it has failed to address the specific concerns of Black men. While the Democratic Party has historically relied on Black voters, many of these men believe the party hasn’t done enough to address issues such as economic opportunity, criminal justice reform, and systemic inequalities that affect them directly. This sense of abandonment has contributed to a shift in political allegiance for some.

#### Frustration with Being Told to "Shut Up and Vote":
A common grievance was the sense that Black men are expected to vote for Democrats without questioning the party’s commitment to their needs. Several participants voiced frustration about being told to "shut up and vote," implying their concerns are often dismissed or minimized. This sentiment reflects a deeper feeling that their voices are not being heard or valued within the political process.

Another recurring theme in the discussion was the belief that Democrats take Black voters, especially Black men, for granted. Several participants noted that, while Black voters have been pivotal in delivering election victories for Democrats, they feel there has been little return on their investment. This perceived neglect has fueled dissatisfaction and a desire for political alternatives.

#### Tension Between Black Men and Black Women in Politics:
A subtle yet significant underlying theme in the conversation was the perceived rise of Black women in political power at the expense of Black men. Some participants expressed resentment that Black women seem to be receiving more attention and support from the Democratic Party. This feeling was particularly aggravated by President Biden’s decision to appoint a Black woman to the Supreme Court. While many supported this milestone for Black women, others questioned why a Black man had not been appointed to such a prominent position since Thurgood Marshall’s nomination by Lyndon B. Johnson.

Though these sentiments don’t represent all Black men, they do highlight critical tensions within the Black community regarding political power and representation. As the 2024 election approaches, it remains to be seen how these dynamics will influence support for Democratic candidates like Kamala Harris and whether Black men will rally behind her, or if their frustrations will push them toward alternative political options.

### The Uncertainty Surrounding Kamala Harris’s Candidacy:
When news broke that President Joe Biden would not seek re-election in 2024, speculation quickly arose regarding the future of the Democratic ticket. Despite being Biden's vice president, Kamala Harris did not receive an immediate endorsement from him, which fueled speculation about potential alternative candidates. Some participants in a live chat expressed anger at the rumor that Hillary Clinton might throw her hat into the ring, viewing it as a betrayal if Clinton leapfrogged over Harris. While some promised not to vote if that happened, there was also no strong outpouring of support for Harris herself. Many in the discussion expressed that nothing had changed in their views about her.

### Black Men's Political Shift and Historical Precedents:
The idea that a significant percentage of Black men might gravitate toward the Republican Party, despite its recent history of racist rhetoric and policies, is not far-fetched. Historically, Black voters were staunch Republicans before gradually aligning with the Democratic Party. This shift is often attributed to the Civil Rights Movement of the 1960s. However, even earlier, Franklin D. Roosevelt managed to capture a considerable portion of the Black vote in the 1932 election, thanks to his New Deal policies, his willingness to be seen with Black people, and his "Black Cabinet" of unofficial advisors. While Roosevelt’s civil rights record was poor, he still made an effort to court Black voters, a move that paid off politically. In contrast, Republicans began taking the Black vote for granted.
Fast forward to the present, Donald Trump, despite his controversial record on race, has been making attempts—sincere or not—to attract Black male voters.

### Alienating Attempts to Reach Black Male Voters:
One of the more controversial attempts to reach Black men in recent elections was the "Get Your Booty to the Polls" ad, which featured Atlanta-area strippers and aimed to raise awareness about voting. Though created by two Black women, many participants in the chat felt the ad was a condescending effort by white Democrats to attract Black men. The men discussing it expressed genuine insult, feeling that it trivialized their concerns and reduced their political engagement to a stereotype.

### Skepticism Toward Kamala Harris:
Kamala Harris, despite becoming the frontrunner after Biden's announcement, did not seem to garner much enthusiasm from the group. Some voiced criticisms of her past as a prosecutor, highlighting concerns about her role in the criminal justice system. One participant even questioned, "Is she even Black?"—though this was quickly shut down by others. These critiques reflect a small but notable group of Black men who are dissatisfied with the political system and might be willing to use their votes in protest. Simply telling them to "shut up and vote" will not address their frustrations.

### Persuadable, But Not Unconditionally Loyal Voters:
It’s worth noting that, with the exception of one individual, no one in the chat expressed support for Donald Trump. However, this same individual, who encouraged others to grow legal marijuana, pointed out that some Black men are indeed persuadable voters. Their disillusionment with the Democratic Party could be exploited by Republicans or other political movements if their concerns aren’t addressed.

### Black Men as a Key Democratic Constituency:
The Democratic Party is a coalition made up of various groups, and Black men are an essential part of that coalition. However, it would be a mistake to assume that they will automatically support Kamala Harris simply because of her race or gender. Like any other group, Black men want to be courted and given a reason to support a candidate. The Democratic Party must actively engage with their concerns, address their frustrations, and demonstrate that their votes matter if they want to maintain their support.

How to Reset Your Nest Learning Thermostat

 ###A Comprehensive Guide:

The **Google Nest Learning Thermostat** is renowned for its smart capabilities, sleek design, and user-friendly interface. Leveraging advanced learning algorithms, it automatically adjusts based on your usage habits, reducing the need for constant manual input. Whether you're moving to a new home or troubleshooting connectivity issues, performing a reset may be essential. This guide will walk you through the steps to reset your Nest Learning Thermostat, ensuring you understand when and how to do it effectively.

---

#### Resetting vs. Restarting: What’s the Difference?:

Before jumping into the reset process, it's crucial to understand the difference between **resetting** and **restarting** your Nest Learning Thermostat:

- **Resetting**: This process wipes part or all of the device’s information, depending on the options you choose. A reset restores factory settings, erasing your custom preferences, schedules, and Wi-Fi connections. Google recommends resetting if you're relocating the thermostat, switching Nest accounts, or passing the device on to someone else.

- **Restarting**: Think of restarting like rebooting a smartphone. It doesn’t erase your data or settings but helps resolve issues such as frozen screens, connection problems, or unresponsive controls. Restarting is often the first step in troubleshooting.


#### **Important Pre-Reset Tip: Save Your Wiring Details**:

Before performing a reset, it’s a good idea to record the wiring configuration of your thermostat. This information will be useful during reinstallation if necessary. To retrieve it:

1. Turn the thermostat dial to access **Settings** (the cog icon).
2. Navigate to **Equipment** to view and note down the wiring details.

### Step-by-Step: How to Reset Your Nest Learning Thermostat (4th Gen):

If you’ve decided a reset is necessary, follow these steps to reset your Nest Learning Thermostat.

#### Step 1: Disconnect the Thermostat from Your Account

To start, you'll need to remove your Nest Learning Thermostat from your Google Home account:

1. Open **Settings** on your thermostat.
2. Choose **Account** from the menu.
3. Select **Disconnect** to remove the device from the Home app.


#### Step 2: Perform a Factory Reset:

This is the key step in resetting your device and erasing all custom settings:

1. On your thermostat dial, select the **Settings** (cog icon).
2. Scroll to and choose **Factory Reset**.
3. Confirm your choice and allow a few moments for the device to reset itself to factory defaults.


By following these steps, you’ll have a clean-slate thermostat, ready for new customizations, whether it’s for a new home setup or troubleshooting purposes. In the next section, we’ll explore how to set up your thermostat post-reset and reconfigure essential settings for seamless performance.

### How to Reset Your Nest Learning Thermostat (3rd Gen or Earlier Models):

Before resetting your Nest Learning Thermostat, it’s important to first disconnect it from your account. Depending on whether you’ve set it up using the **Google Home** or **Nest app**, you’ll need to remove the thermostat through the respective platform. Note that any **Nest Temperature Sensors** connected to your account will remain linked even after the thermostat is reset.

For users with a 3rd generation or earlier model, resetting is straightforward and can be done via **Settings > Reset**. Below are the reset options available:


#### **Reset Options for the Nest Learning Thermostat**:

1. **All Settings**
This option restores the thermostat to its **factory default settings**. It wipes all your custom settings, giving you a fresh start.

2. **Schedule**
Choose this option to erase your thermostat’s **temperature schedule**. It is ideal when you want the device to learn a **new schedule**. Resetting the schedule deletes both the setpoints you created and the ones the thermostat has learned over time. If you prefer, you can manually create a new schedule instead of waiting for the device to re-learn your habits.

3. **Account Connection**
This removes your profile from the thermostat. After the reset, the thermostat will still appear in your app but will show as **offline**, meaning you can no longer control it through the app. Whether this option appears depends on the thermostat’s software version.

4. **Home/Away**
The **Home/Away Assist** feature learns your comings and goings to automatically switch to **Eco Temperatures** when you're away. If you’re moving the thermostat to a new location, resetting this feature allows it to learn and adapt to the new environment.

5. **Network**
This option wipes your thermostat’s **Wi-Fi settings**, disconnecting it from the internet. To reconnect, simply navigate to **Settings > Network** and select your Wi-Fi network.


### How to Perform a Manual Restart on a Frozen Thermostat:

If your thermostat is frozen or unresponsive, you won’t be able to access the settings menu to reset it. In such cases, a **manual restart** is necessary:

1. Press and hold the thermostat dial for **10 seconds** until the screen powers off.
2. Release the dial.
3. To turn it back on, press and release the dial once more.

Be aware that any unsaved data may be lost when performing a manual restart.


### Quick Fixes for Common Thermostat Issues:

A reset is a quick solution to many issues with your Nest Learning Thermostat. Whether you're facing connectivity problems, software glitches, or simply want to start fresh, resetting the device can resolve many challenges.

Suppose you’ve recently moved into a new home with a pre-installed thermostat. In that case, it’s advisable to perform a factory reset to ensure you control the device’s key features, including **Nest Renew**, **Auto-Schedule**, **Eco Temperatures**, and **Nest Leaf** settings.

For a seamless experience, check out the best **Google Home tips** to level up your Nest Learning Thermostat and make the most of its smart capabilities!

Deepfakes and the Scientific Frontier: Challenges and Opportunities in Science Education

**Introduction: The Rise of Deepfakes**:

"Deepfakes" refers to the sophisticated use of digital technology, particularly artificial intelligence, to fabricate media that convincingly mimics reality. These can include videos, images, and audio where, for instance, a person's face is seamlessly superimposed onto another’s body. The realism of deepfakes makes them difficult to distinguish from genuine media, raising significant concerns about their potential for spreading misleading or harmful content. This technology poses serious challenges to both science and society, particularly in the realms of trust, integrity, and communication.

**The Integrity Crisis: Trust Under Threat**:

One of the most profound challenges deepfakes introduce is the threat to the integrity of scientific research. Science fundamentally depends on trust—trust in data, methodologies, and the conclusions drawn from research. However, this trust is already vulnerable, even without the influence of deepfakes. For instance, the scientific community has faced numerous incidents where journals have been inundated with fraudulent papers. In 2023 alone, more than 10,000 scientific papers were retracted due to fraudulent content. The introduction of deepfakes exacerbates this issue by making it possible to manipulate data, particularly visual data, in ways that are nearly undetectable. For example, deepfake technology could be used to fabricate images like microscopy data, thereby propagating false findings and undermining scientific credibility.

**The Perils of Misinformation: Communication in Jeopardy**:
Beyond research, deepfakes pose a significant risk to the communication of scientific findings. Accurate and truthful communication is the bedrock of science, especially when conveying information to the public. Deepfakes have the potential to distort this communication by introducing fabricated or misleading content. Imagine a scenario where a deepfake video shows a respected scientist making false statements—such content could easily go viral, especially on pressing issues like public health or climate change. The spread of such misinformation could have dire consequences, from eroding public trust in science to endangering lives.

**Addressing the Challenges: Ethical Guidelines and Detection Tools**:

To mitigate the dangers posed by deepfakes, the scientific community must adopt proactive strategies. One critical approach is the development of ethical guidelines and best practices for the use of emerging technologies like deepfakes. Equally important is the advancement of deepfake detection tools, a burgeoning field within data science. Researchers are already making strides in creating algorithms capable of identifying the subtle inconsistencies that deepfake technologies often produce, such as irregularities in facial features in manipulated videos.

**Opportunities Amidst the Challenges: Harnessing Deepfakes for Good**:

While deepfakes undoubtedly pose considerable challenges, they also offer unique opportunities for scientific research and education. The same technologies used to create deepfakes could lead to other innovative technological advancements. For example, these technologies could be repurposed to detect fabricated data, bolstering the integrity of scientific research. Moreover, deepfakes can be leveraged to create realistic simulations for educational purposes, such as training medical students in a controlled environment without risking patient safety. Additionally, they can serve as powerful educational tools, helping future scientists understand the importance of trust within the scientific community and the ethical implications of scientific communication.

**The Public Impact: Deepfakes Beyond the Scientific Community**:

The significance of deepfakes extends far beyond the training of professional scientists; they pose a major concern for the public at large. A recent national survey in the United States revealed that 33% to 50% of a nationally representative sample, including students, educators, and the general public, could not distinguish between authentic videos and deepfakes. This alarming statistic underscores the urgent need for effective science education that can equip both professionals and everyday citizens with the tools to navigate the complexities of deepfakes.

**The Role of Deep Learning in Combatting Deepfakes**:

Science education has a critical role to play in addressing the negative impacts of deepfakes. This involves fostering "deep learning"—a term that, in this context, goes beyond its usual association with machine learning. Here, deep learning refers to the cultivation of critical, analytical, and creative thinking skills. It transcends the superficial coverage of concepts and procedures, instead engaging learners in content that enhances their higher-order thinking and meaningful understanding.

For instance, learning to evaluate misinformation is a vital component of these skills, as are critical thinking and problem-solving. By situating deep learning within scientific contexts, educators can help students develop a healthy skepticism and a deep respect for evidence—qualities that are essential for discerning truth from fabrication.

**Educational Initiatives: Leading the Charge Against Misinformation**:

Some science curricula have already embraced the integration of critical thinking and problem-solving skills to help students navigate the increasingly treacherous landscape of misinformation. Research partnerships have explicitly addressed the challenges posed by deepfakes for both educators and learners. However, few educational systems have successfully operationalized the specific challenges related to deepfakes and misinformation at a systemic, national level.

Finland, a nation long admired for its educational achievements, has taken a pioneering approach to combating misinformation. Through multi-organizational efforts, including collaborations between the government and technology companies, Finland has developed innovative educational resources for schools. For example, Finnish students are engaged in lessons that involve working with pictures, videos, text, and digital content to identify various forms of misleading news—from propaganda and clickbait to satire, conspiracy theories, pseudoscience, and partisan reporting. Such deep learning approaches, which empower students to critically evaluate the credibility of content and sources, are invaluable tools in the fight against deepfakes.

**Addressing the Nuances of Deepfakes in Education**:

While these educational initiatives are promising, they also raise important questions. Are there specific features of deepfakes that require more specialized attention? For instance, understanding the nature of fabricated data and the tools used to detect them may necessitate new, targeted educational strategies. These questions open up potential new areas of research in science education, where the nuances of teaching and learning about deepfakes can be thoroughly explored.

**The Future of Deepfakes in Science and Education**:

Despite the significant risks that deepfakes pose to the integrity of scientific research and communication, they also present valuable educational opportunities. The future influence of deepfakes will largely depend on how the scientific and educational communities respond to these challenges and capitalize on the opportunities they present. By developing effective misinformation detection tools, establishing robust ethical standards, and implementing research-based educational approaches, we can ensure that deep learning in science is not only preserved but also enhanced in the age of deepfakes.