By the final years of high school, something begins to change. For many students, curiosity gives way to routine. Learning becomes increasingly focused on completing assignments, preparing for exams, and earning grades. The sense of wonder that comes so naturally in childhood (remember that feeling?) can slowly be replaced by simply getting through the next semester. Recent research highlights some of the challenges students face in today's classrooms. According to...
Read MoreWell, it’s happening. New York Public schools were first out of the gates by banning artificial intelligence in education, in the form of ChatGPT; sadly predictable, but we are where we are.
It’s with mild curiosity that on reflection of almost every educationally driven conference I’ve attended in recent years, educationalists have argued for, against, and warned of the looming dangers and possibilities of artificial intelligence. Whether for or against, there was an acceptance that it was arriving. Artificial Intelligence, as defined by Aghion, Jones and Jones (2017), as the “intelligence exhibited by machines” along with robotics, and augmented and virtual reality, have seemed imminent to most and now turned into existence by the launch of ChatGPT. However, many educators seem stunned by the emergence of a tool they have been expecting and keynoting about.