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As the brand new school 12 months begins, artificial intelligence is starting to make its way into the classroom. In a minimum of one London private school, a pilot group will begin studying core subjects for GCSE exams in “teacherless” classrooms using AI-powered systems and supervised by “learning coaches.” But technology's disruption of classes will not be being welcomed all over the place. In South Korea, a plan to introduce AI-powered digital textbooks in schools in 2025 has sparked a backlash amongst wary academics and fogeys.
In reality, as in other fields, AI is unlikely to switch teachers any time soon, nor should it. Research suggests that the most effective learning outcomes are social, involving interaction between teachers and students, in addition to between students themselves. This is one reason why “massive open online courses” – freely accessible, web-based courses aimed toward broad participation – have did not live as much as the hype surrounding their introduction within the 2010s.
It's also unlikely that AI will ever give you the chance to switch the judgement, motivation, guidance and pastoral care that a teacher can provide. But as students enter AI-powered workplaces, schools will need to organize them to navigate that world, including of their learning methods. And AI offers the prospect of giving teachers more power – giving them more time to do what they do best.
For example, the technology can relieve teachers of the hours of sometimes unpaid exertions they do outside the classroom. Education technology firms are already launching products that use generative AI to assist teachers create lesson plans and presentations, in addition to assignments for college students. However, like other AI systems, these must be monitored for “hallucinations” and bias. And increasingly sophisticated systems are coming to market that may grade tests and homework, and even provide feedback on written work.
Ed techs are also developing AI-powered tutors that allow students to receive more individual attention by tracking their progress and understanding and providing tailored support. South Korea's digital tablets, for instance, are touted as being customizable, in order that each fast and slow learners might be assessed via software and assigned specific, AI-generated tasks. However, teachers will need to watch student progress and complement online learning sessions with plenty of sophistication discussions and collaborative activities.
One problem for teachers is ensuring that students don’t outsource learning entirely to AI and use it to jot down their essays and maths assignments. Some schools are expanding the concept of “flipped learning” and now not requiring students to finish written work from home, where AI can easily be used. Homework is as an alternative used to check learning materials – possibly with the assistance of AI – and sophistication time is used to deepen and test students' understanding through discussion, problem solving and a few supervised written work.
AI-powered tools could make learning more efficient. They also can help teach subjects in additional creative ways. Students can converse with avatars in foreign languages, visit the International Space Station using virtual reality headsets, or create music and art together using AI software.
Indeed, the arrival of AI not only in education but additionally within the workplace would require a rethink of exactly what and the way schools teach. Instant access to information technology should make it easier for college students to maneuver away from rote learning and as an alternative develop students' ability to use their knowledge and skills.
By increasing teacher productivity, AI-powered education offers the chance to deal with skills shortages, particularly in poorer regions and countries. But to completely reap the advantages of the technology – without undermining existing education standards – teachers, schools and governments must also adapt.
