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We must walk away from this hyper-individualized brand of personalized learning. We must walk away from its reductionism, assuming that education is simply an arrangement of individualized playlist cards or isolated experiences. We must run from the idea that technology is necessary to make the classroom a more personal and humanized place, because what personalizes the classroom is not fancy technology and big data: truly knowing children is what personalizes and humanizes a modern classroom.
Within the last year of my time in Silicon Valley, I spoke with an engineer about an idea he had. He fantasized about the notion that artificial intelligence (AI) technology could, in fact, play a role in personalized learning in the near future. I pushed back immediately, knowing full well the engineer would assure me that AI could very well do some of the jobs that teachers do now. And surely he did. He told me that, some day, the “future Paul France” would look back and see that AI could, in fact, do some of the jobs I do now.
I believe him. I’ve seen what’s possible in Silicon Valley, and I don’t doubt the ventures to which ambitious humans set their minds. That said, I’d never want a computer to do what I do. What I do requires curiosity, compassion, and heart. What I do requires a yearning to contribute to something greater than myself.
I’m sure that an engineer well-versed in AI would tell you that this–curiosity, compassion, heart–that it’s all theoretically possible. And I’m sure it is. But technologists know that good technology is only built to fulfill needs that didn’t previously have solutions. Curiosity, compassion, and a love for learning are needs that are already accounted for.
They are accounted for by teachers–not computers.
Within the last year of my time in Silicon Valley, I spoke with an engineer about an idea he had. He fantasized about the notion that artificial intelligence (AI) technology could, in fact, play a role in personalized learning in the near future. I pushed back immediately, knowing full well the engineer would assure me that AI could very well do some of the jobs that teachers do now. And surely he did. He told me that, some day, the “future Paul France” would look back and see that AI could, in fact, do some of the jobs I do now.
I believe him. I’ve seen what’s possible in Silicon Valley, and I don’t doubt the ventures to which ambitious humans set their minds. That said, I’d never want a computer to do what I do. What I do requires curiosity, compassion, and heart. What I do requires a yearning to contribute to something greater than myself.
I’m sure that an engineer well-versed in AI would tell you that this–curiosity, compassion, heart–that it’s all theoretically possible. And I’m sure it is. But technologists know that good technology is only built to fulfill needs that didn’t previously have solutions. Curiosity, compassion, and a love for learning are needs that are already accounted for.
They are accounted for by teachers–not computers.
Via Miloš Bajčetić
