Pedagogy and Practice
A Role for Artificial Intelligence in Educational Futures?
Artificial Intelligence (AI) and automated teaching assistant programs, often referred to as Intelligent Tutoring Systems (ITS), are becoming an increasingly common part of the education landscape in Australia and in many other countries throughout the world. Some within the education sector are asking if the rise in Artificial Intelligence use as part of the teaching and learning process is going to replace, or in some way diminish, the role of the teacher in future classrooms. Researchers are exploring how Artificial Intelligence (AI) is currently being utilised as part of education in general, with a growing body of research dedicated to the specific application of AI in teaching.
Professor Neil Selwyn of Monash University has provided a detailed review on “Learning futures: education, technology and social change”, in which he affirms the book’s intentions to focus debate on what future education is or should really be. The author, Facer, according to Selwyn, moves “beyond the notion of the future as a technologically driven fait accompli while remaining essentially positive and constructive in its final analysis. This is certainly not an attempt to pursue an overtly utopian or dystopian view of ‘the future’. Instead the book produces a convincing and workable framework with which to truly get to grips with the salient issues and topics of our times.” Selwyn highlights the nature of learning as being intrinsically human-centred; a social process governed by human emotion and affective constructs formed through the totality of the learning environment. Under such conditions, we can not see a future where the role of the teacher is diminished by the increased use of AI, “All told, the belief persists that learning is something best guided by expert human teachers in socially rich settings.” Selwyn also promotes the role AI can and should play in the field of future education, stating: “It is now claimed that AI technology is capable of supporting superior learner-centred forms of education – so we need to seriously consider the implications of robotics, AI and the digital automation of teaching work.’
This brings into question how education policy makers and educators will shape the future of learning by finding effective ways of improving learning outcomes for students in an AI rich environment. Walsh, In an essay commissioned by the NSW Department of Education, discusses the implications of increasing prevalence of AI within the broader realm of education, both in an Australian and global context. Walsh introduces the concept of ‘Weak AI” machines, which have the capacity to match or even outperform humans in highly defined, narrow tasks. Walsh goes on to state that human creativity will remain a key advantage people have over machines, including the ability to connect on an emotional level. The use of rich data as evidence is seen to be a key feature of future AI enhanced education systems, allowing for more accurate, detailed decisions that can shape best practice. Walsh makes a critical point on the need to develop deeper computational thinking skills in future students, stating, “We need citizens in our society to understand the fundamental principles of computation. If we don’t, a large section of the population will be greatly disadvantaged as much technology will simply be magic to them.”
The future of education is exciting. I am looking forward to taking that journey with all of our Learning Community members.
Blessings.
Paul Haras
Leader of Learning Pedagogy and Practice