Education as We Know it is Over

During my time on this earth, I have witnessed some watershed moments in educational technology. One of those moments was when I first discovered a computer. I was in high school. This computer ran from reel-to-reel magnetic tape. There was a lunar landing program, and every time you wanted to play the game and land the lunar vehicle, you had to reload the tape. This became very annoying. I remember only playing the game a few times. This was my first exposure to computers. Eventually, this computer evolved to take cassette tapes.

 

When I was a kid, my dad bought us an odyssey game console. He bought us this because he felt it was more educational than Atari. Of course, I felt left out. All my friends had Ataris. 

For my first master's degree at Boise State University, my whole Internet connection was through dial-up. It was a degree in educational technology, and it was entirely online. I have never been to Boise, Idaho.

 

I remember when Alexa first came out. I know Principals and Teachers who wanted to put Alexa in their classrooms so that Teachers would have an auditory connection with the outside world. My argument was that the classroom should be “controlled chaos” and be the type of environment where Alexa does not work very well. Plus, there are all kinds of security concerns with devices that are always listening. 

Another watershed moment was when Twitter was first invented. It was now possible to have instant communication with someone around the world about any topic you wanted to. It was limited to 140 characters at first. This was before hashtags were even invented.  

Another watershed moment was when the education world found out about ChatGPT. With the creation of ChatGPT the idea of artificial intelligence and machine learning became available on a website. The idea of AI (Artificial Intelligence) and ML (Machine Learning) became less abstract to those of us in the education world. We knew previously that artificial intelligence and machine learning were important, but we did not have a tangible way of seeing how AI and machine learning could affect our craft. Now we do.

 

When students have access to these things, the teacher is no longer the smartest thing in the room. If you know how to ask the right questions, information is even closer than our fingertips. 

Is this really a watershed moment? Or just a natural outcome of progress in educational technology or just technology in general? Are we preparing students to work in AI and ML? How should teachers change what they are doing knowing that an AI and ML future exists? 

You get out of education what you put into it. There will always be students who cheat. And we know eventually they are only cheating themselves. And that is the way we should treat ChatGPT. Blocking ChatGPT is not the answer. Below is a teacher who is using ChatGPT in her classroom.

@gibsonishere It has begun! #tiktokteachers #chatgpt #aitok #tyfdtgw #teachertiktok #educator #aibotok #technology ♬ original sound - Gibson is the name!

Is AI and Machine Learning a "Watershed" Moment in Edtech?

 

Artificial intelligence (AI) and machine learning (ML) are rapidly becoming integral parts of the global economy, creating a high demand for professionals with the skills and knowledge to work in these fields. There are just not enough skilled workers in these fields. Many students are not adequately prepared to enter these fields due to a lack of relevant education and training. In order to ensure that students are well-equipped to succeed in the AI and ML industries, teachers must adjust their teaching methods to better align with the skills and knowledge required for these fields. 

First, teachers should place a greater emphasis on math and computer science. These subjects are essential for understanding the underlying principles and algorithms of AI and ML. Students should be exposed to a wide range of mathematical concepts, including calculus, linear algebra, and statistics. They should also have a strong foundation in computer science, including programming languages such as Python, as well as data structures and algorithms. 

Second, teachers should incorporate hands-on, project-based learning into their curriculum. This approach allows students to apply the concepts they have learned to real-world problems, which is essential for developing practical skills in AI and ML. For example, students could work on projects that involve building and training their own machine learning models, or using AI to solve a specific problem in a particular industry. 

Third, teachers should encourage students to engage in self-directed learning and experimentation. The field of AI and ML is constantly evolving, and it is important for students to have the ability to learn and adapt as new technologies and techniques become available. Teachers can facilitate this by providing students with resources and support for pursuing their own interests in AI and ML, such as online tutorials and open-source software.

 

Fourth, teachers should ensure that students are exposed to a diverse range of applications of AI and ML. While the technology is often associated with cutting-edge research in the tech industry, it has a wide range of applications across many different sectors, such as healthcare, finance, and transportation. By exposing students to these different applications, teachers can help them understand the potential of AI and ML and how it could impact different industries, and help them to find where they would like to fit in. 

Finally, teachers should encourage students to think critically about the ethical and societal implications of AI and ML. As these technologies continue to advance, it is important for students to understand the potential risks and benefits, as well as the ethical considerations involved in their development and use. Teachers can facilitate this by incorporating discussions and debates on these topics into their curriculum, and encouraging students to think critically about the impact of AI and ML on society. 

At the very least, artificial intelligence and machine learning may be a “watershed’ moment in educational technology, which causes teachers to be introspective. Every teacher should think about what students should be learning in a world where AI and ML exist.  

Rich Conversations about Education (Again)

I recently joined Mastodon and blurted out a toot. On Mastodon they are called "toots." On Twitter they are called "tweets."

Let me clarify the second part of the toot concerning reading. Basically, all of us do not read as intently as we should. I am guilty of just “clicking agree,” and not reading the entire statement. Typically, when I can’t do something on a website, it’s because I skipped over reading something important. 

My toot elicited some great responses

Now, Don Watkins are pretty good friend and he was the one who suggested Mastodon to me. Don and I have lunch together about once-a-month.

It took a bit longer for Will Richardson to chime in. CABOCES had Will Richardson to our schools about 14 years ago. Web 2.0 had just come to fruition. All of us were learning about Blogs, Wikis, and RSS feeds. Many of which are technologies that I use everyday. Will Richardson is a writer and the act of writing requires one to really think about what they are going to say. Here is Will’s response. 

I would love to know your thoughts on this. Do schools "make space for real professional development?"