Key points:

• Educators need more information on AI-powered tools, and they need it yesterday
• Administrators will be tasked with staying up to date on what’s happening in the world of AI–and with helping teachers become more comfortable with it
• See related article: 5 things to know about ChatGPT in education

As the ‘23-’24 school year comes into focus, there is now little doubt we are on the brink of a major technological revolution that will affect our schools, our jobs, and our lives in ways we can’t yet fathom. By now, you’ve likely seen countless variations of “The Robots are Coming” headlines from clever copywriters hunting for clicks. But when is this tidal wave of innovation going to hit, and how can we be ready when it does?

There are legitimate concerns about early-stage AI, including:

• Security and privacy
  Of all the issues, this one feels like the easiest to address. In short, if you’re working with a large language model (LLM) like ChatGPT and want to stay compliant with student data privacy laws, simply do not input any identifiable information about your student. Ask questions to confirm that any AI-integrated apps are keeping prompts and identifying data separate.  Assume anything that goes into your prompts can and will be seen by others.

• Bias and discrimination
  There’s no getting around the fact that AI is biased. It’s biased because people are biased, the data it’s been trained on is biased, and its lack of nuance or self awareness means it has a hard time even identifying the possibility of bias.
  
  The deeper problem is that nobody will ever agree on how much (if any) moderation should be present. Heck, we can’t even agree on how to define the concept of “bias” to begin with. This is a problem without an easy answer, but the long and short of it is that AI is not any more biased than any other medium we or our kids are exposed to in the modern world. If we sit around waiting for “unbiased AI,” we’ll be waiting a long, long time. The onus is on developers to account for and mitigate this risk whenever possible. It’s also on the adults in the room to help our children better understand the concept of bias and how it can influence the media we consume, not just within the realm of AI.

Key points:

• Gamification can help engage students when they might otherwise lose motivation
• Engaged students are 2.5 times more likely to say that they get excellent grades and do well in school
• See related article: MDM solutions and gamification make perfect interactive learning partners

In the past decade, students have been inundated with more and more distractions. The internet provides an infinite amount of said distractions: YouTube, Instagram, and TikTok to name a few. While the environment that grows children into students–and eventually young adults–has been changing, the education system has proved less dynamic. There are ways to embrace these changes as a means of benefit to a child’s education instead of a burden.

Engagement is the name of the game here, and educators are losing. According to a 2022 Gallup poll, engaged students are 2.5 times more likely to say that they get excellent grades and do well in school. This is massive, but even more impressive is that they are 4.5 times more likely to be hopeful about the future than their actively disengaged peers. Students who are happy to come to school and who see it as an opportunity are bound to feel more self-agency and to be better prepared for their post-educational lives.

Gone are the days of teachers lecturing in front of students who are taking furious notes. Students can be too easily distracted to hang on most instructors’ every word. The more you treat education as a game, the more likely students are to pay attention and be engaged in class.

Many of the best educators use review tools like Kahoot, and Jeopardy! This allowed teachers to complete a module of lecture-based learning, generally a week of class, and imprint the knowledge into long-term memory via these tools. This leads to many downstream effects: better grades, superior retention, and interest in further education.

Key points:

• It’s time to welcome ChatGPT into classrooms–and embrace the opportunities that come with it
• Using the AI tool in writing instruction can help students develop critical digital literacy skills
• See related article: 4 ways to use ChatGPT for learning and creativity

When ChatGPT appeared in November 2022, most educators felt it could become a threat and change the whole niche forever. No wonder: This language model algorithm is smart enough to produce logical and grammatically correct texts for any prompt.

Today’s digital-savvy students welcomed ChatGPT with open arms and began using it for writing assignments. According to a new study from Academic Help, 67 percent of students use AI for creating texts – the basis for their essays and other papers.

The issue here is not only about the academic integrity violation. AI tools are on the rise, and students use them for different purposes:

• Grammar checking
• Citation generation
• Plagiarism checking
• Generating topic ideas, outlines, and reference lists for academic papers

Like it or not, AI is here. While 42.55 percent of students say their schools don’t allow AI tools, we understand it’s not the proper solution to the problem. It won’t go anywhere, and teachers can’t separate students from access to this technology.

Key points:

• Gamification can encourage students to take ownership of their learning
• Discover the different gamified resources one teacher uses to engage students
• See related article: Are you teaching with Minecraft and Roblox? You should be

Gamification is one of the biggest in education trends right now in education. According to ISTE, “Gamification is about transforming the classroom environment and regular activities into a game” (Haiken, 2021). Many students want more than just good grades from school–they want something physical or immediate. “Gamification empowers students with the ultimate in choices when setting goals for what badges and achievements they want to complete, which leads to learners building skills for self-reliance and self-control” (McCarthy, 2021).

Embracing gamification in the classroom will lead to students taking responsibility for their learning while also enjoying their time in class.

Here are three examples of gamification I use in my fourth grade classroom:

1. Gimkit: My students absolutely adore this game. They are constantly asking if there is a kit they can play. Gimkit is a game that can be played live or assigned to students as homework. Teachers create kits with questions for their students. There are multiple ways to play with those questions.

There are 2D modes, where the students have characters called gims, and they play
collaborative games such as Tag or Capture the Flag. There are also non collaborative games like Farm Chain and Fishtopia. The questions in each kit are used to help the students get energy to be able to complete the tasks at hand. If they do not answer questions correctly, they will run out of energy and won’t be able to move.

Key points:

• Generative AI can provide consistent, personalized feedback to students
• It’s crucial to remember that AI is a tool, not a replacement for teachers–it’s there to enhance the educational experience
• See related article: The importance of teaching generative AI

Today, we’re going to take a peek behind the curtain of edtech to examine the developing phenomenon that’s on all of our lips: Generative AI. The question, of course, is whether this fancy newcomer is the secret weapon educators have been waiting for or just another high-tech toy with a lot of hype and little substance. Spoiler alert: It might just be the former.

A brief primer on generative AI

For the uninitiated, generative AI is a branch of artificial intelligence that can create new content from scratch. It’s like a digital Picasso, but instead of painting, it might be writing essays, producing music, or even generating feedback on students’ work. Exciting, right? But, can it really help in a classroom setting?

Personalized learning: The holy grail of education

Personalized learning has long been the holy grail of education. The idea of tailoring a curriculum to each student’s unique needs and strengths is the stuff of dreams for most educators but, with large classes and limited resources, it’s been more a dream than a reality–until now. Enter generative AI, stage right, ready to transform this dream into a tangible, achievable goal.

Generative AI offers an unprecedented level of insight into student performance and progress. It learns from each student’s work, identifying strengths and weaknesses, areas of interest, and even learning styles. In doing so, it allows for the creation of a truly personalized curriculum, with targeted feedback and resources for each individual student.

Key points:

• ChatGPT-4 enriches curriculum, fosters collaboration, and prepares students for the challenges of the digital age
• As higher learning institutions embrace ChatGPT-4 and AI technologies, they contribute to shaping a future-ready generation of learners
• See related article: At ISTELive 23, balancing humanity with AI

In an era defined by technological innovation, the integration of artificial intelligence (AI) technologies has become a game-changer in higher education. ChatGPT-4, developed by OpenAI, presents an extraordinary opportunity for higher learning institutions to revolutionize education. By incorporating ChatGPT-4 as a required part of the learning experience, institutions can unlock a new realm of innovation, critical thinking, and personalized learning.

The integration of ChatGPT-4 enriches the curriculum, fosters collaboration, and prepares students for the challenges of the digital age. Dr. Ryan Watkins, a professor of education at The George Washington University Graduate School of Education and Human Development, said he plans to have his students use ChatGPT to write outlines for class presentations: “I might have my students use it as a starting place, and then they can add their content in and comment about how useful or not useful it was.”

ChatGPT-4’s integration enables students to engage in nuanced discussions, evaluate complex information, and think critically. Its interactive nature encourages learners to question assumptions, analyze perspectives, and develop evidence-based arguments. By engaging with ChatGPT-4, students gain a valuable opportunity to enhance their ability to solve real-world problems using AI-driven approaches.

To implement ChatGPT-4 into the curriculum, institutions can explore various approaches. Firstly, they can partner with organizations like OpenAI to ensure access to the latest AI technologies and updates. Secondly, they can collaborate with instructional designers, AI specialists, and faculty members to develop guidelines, best practices, and ethical frameworks for AI integration. Lastly, they can provide training programs and resources to empower educators to incorporate ChatGPT-4 into their teaching methodologies effectively.

Key points:

• Many educators are unsure of the role generative AI will play in their classrooms
• Despite this hesitation, there are some compelling reasons to use AI to augment teaching and learning
• See related article: How ChatGPT made my lessons more engaging

Artificial intelligence is not a completely new concept in education; it has been used for years. Consider spelling and grammar checks that are built into word processors and autofill suggestions in search engines. What has become new to us this year is easy access to generative AI models, which can generate text and images with simple prompts.

In response to these new tools becoming available to the public, many teachers found themselves resisting AI, considering the ways in which it could complicate verifying academic honesty in student writing and artwork, acknowledging the inaccuracies that AI can generate, the human biases that impact the dataset AI uses, and more.

These are legitimate concerns, and educators must embrace a new wave of change with these new AI tools available.

Argument #1: Students will lose their writing skills if they lean on AI to do it for them. 

When students began using Microsoft Word and Google Docs to draft their essays years ago, the spelling and grammar checking software automatically pointed out or corrected common mistakes. Autocorrect and spell check tools didn’t replace our students’ needs to have a base understanding of the conventions of writing; they simply offered assistance with proofreading. Similarly, widespread use of the calculator didn’t erase the need for mental math; instead, knowledge of how to use the calculator to one’s advantage became just as important as the math itself (Ditch That Textbook, 2023).

Key points:

• Teachers shouldn’t be afraid to try AI language tools as part of their instruction
• AI-powered tools can help students write well and revise their writing more efficiently
• See related article: Is AI the future of education?

Since the release of OpenAI’s ChatGPT several months ago, there’s been an almost-complete panic in academic circles about the possibility (and sometimes, the reality) of students using AI-powered tools to cheat. 

As an English teacher myself, but also as someone who’s been interested in the development of OpenAI’s work since my own high school days, I admit that I’ve been rather more excited than worried by this development. AI-powered tools, especially language tools, have the potential to help students write well, revise their writing more efficiently, and even to think about languages in a more sophisticated way. 

Here are four AI-powered language tools that I use in my own classroom. While they all have paid options, I’ve found that the free versions work just as well for classroom purposes. 

1. Grammarly: Grammarly is, essentially, a leveled-up version of the autocomplete function on your phone. In that sense, it’s not really a dramatic innovation–more like one step further than you’ve already taken in your personal life. In the classroom, it can help students avoid the kinds of typos that are inevitable when typing (for example, this sentence originally warned against inevitable tpyos). 

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

As Chancellor of the nation’s largest school system, New York City Public Schools, I anticipated starting 2023 by continuing the crucial work of ensuring every student can read proficiently, preparing each student for well-paying jobs, and providing quality schools that are safe, welcoming, and supported by the entire community.

Naturally, our best-laid plans are sometimes disrupted by the advance of technology and innovation. 

In November, OpenAI introduced ChatGPT to the public, unleashing the power of generative artificial intelligence and other programs that use vast data sets to generate new and original content. Due to potential misuse and concerns raised by educators in our schools, ChatGPT was soon placed on New York City Public Schools’ list of restricted websites. This doesn’t prohibit its use entirely, but it does require schools to request access for staff and students; websites like YouTube, Netflix, and Roblox share this classification.

This response allowed principals and educators to use ChatGPT while also signaling fear and risk, and it has sparked over 1,000 news articles since January. The knee-jerk fear and risk overlooked the potential of generative AI to support students and teachers, as well as the reality that our students are participating in and will work in a world where understanding generative AI is crucial.

Key points:

• Immersive learning experiences are highly engaging and give students another way to grasp key STEM concepts
• Roblox and Project Lead The Way are offering 3D immersive learning with a new STEM experience
• See related article: Are you teaching with Roblox? You should be

Immersive learning experiences are all the rage, and for good reason—they engage students and help make challenging concepts–particularly STEM concepts–a bit easier to learn thanks to they way they are presented.

Pathogen Patrol, a new 3D immersive learning experience from Project Lead The Way, brings important STEM learning content to life. These learning experiences give students another way to learn educational concepts, such as space exploration or different processes in the human body, which are typically challenging to teach with traditional methods.

An added bonus? Pathogen Patrol is available on Roblox.

The experience was developed with support from the Roblox Community Fund, which offers investments, grants, and advances to exceptional education organizations and developers to help them create free, curriculum-based educational experiences on Roblox for immersive and collaborative learning, including for underserved communities. The initiative is part of Roblox Education’s goal to engage 100 million students in high-quality learning on Roblox by 2030. Pathogen Patrol was created by instructional developers at PLTW and brought to life on Roblox through the creative minds at Tipping Point Media. 

In Pathogen Patrol, students and users are transported into the body of a sick patient to help defend their patient against invading pathogens. Students take on the roles of five different white blood cells, discovering each cell’s unique abilities. They collaborate as a team and learn how the cells function together to protect the health of the host. Through fun and collaborative gameplay, students gain a deep and enduring understanding of the human body and its response to infection. Pathogen Patrol aims to spark students’ interest in learning and engage audiences who might not typically identify with STEM.

Key points:

• It’s time to transform district virtual schools from pandemic stop-gaps into pioneering models of 21st-century learning
• The sustainability of district virtual schools hinges on whether they can evolve beyond the current versions we see in most districts
• See related article: 5 tips to keep online students motivated

Imagine a classroom where learning transcends physical boundaries, and where every student’s need is met with individualized attention. This isn’t a distant dream, but an emergent reality born in the wake of the global pandemic. 

Prior to the pandemic, approximately 375,000 students attended online schools—less than 1% of the total number of US K–12 students. But as the crisis unfolded in 2020, virtual schools became a preferred educational choice for a significant number of families. Our survey in August 2021 found that 43% of districts had introduced a full-time virtual school option during the pandemic. These were new schools that students and families could opt into, separate from the emergency remote instruction commonly provided during the pandemic though existing brick-and-mortar schools.

Yet today, as pandemic emergency declarations officially draw to a close, a recent Hechinger Report article reveals that a lot of these newly minted virtual schools face tenuous futures. Many of the students who enrolled in them during the pandemic have returned to brick-and-mortar settings, leaving the durability of virtual options hanging in the balance.

Shuttering these newly formed schools would be an incredible loss for K–12 education as a whole. 

Key points:

• A new survey highlights potential complications down the road as AI takes hold in classrooms
• Many districts don’t currently offer professional development for AI
• See related article: Edtech leaders offer guidance on safe AI classroom integration

A majority of teachers and administrators in a recent survey believe artificial intelligence (AI) will have a significant impact on teaching and learning–but that impact may not be all positive, as roughly half of surveyed teachers believe AI will make their jobs more challenging.

As artificial intelligence (AI) quickly becomes a focal point in U.S. schools, the new survey of educators and administrators conducted by Clever, a digital learning platform, underscores the need for greater preparation for educators and administrators on the use of the emerging technology in classrooms.

Clever conducted a comprehensive survey of over 1,500 teachers and administrators nationwide, coupled with insights from over 100 leading edtech companies in spring 2023. The findings emphasize the need for the edtech sector to proactively address the emerging challenges and opportunities presented by AI.

Divergent views on the impact of AI among teachers and administrators: Eighty-five percent of teachers and 78 percent of administrators believe AI will have a significant impact on teaching. However, a striking discrepancy emerges when they consider the consequences: Half of the teachers surveyed (49 percent) express concern that AI will make their jobs more challenging within three years, while a similar proportion of administrators (46 percent) envision AI easing the teachers’ workload.

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

Much of the education narrative around ChatGPT has focused on the potential downsides of the AI tool (think Skynet from “The Terminator”). But as a high school teacher who has experimented with the sophisticated word predictor app in my economics, U.S. History, and speech and debate classes, I’ve found that ChatGPT provides opportunities to engage the students in class activities. Here’s how I’ve harnessed a tool that is here to stay (no matter how many school districts try to block it). 

I welcomed our first “speaker,” ChatGPT.

Our student learning is anchored around Harkness discussions, an educational approach in which students discuss class readings, course material, and other texts. Students learn how to prepare for a discussion, have difficult conversations, understand different perspectives, and meaningfully participate. While many students grasp the notion of voicing their ideas, teaching them to build upon another student’s point is more difficult.

In Economics, we spent one class analyzing the dot-com bubble at the turn of the millennium. To prepare, I asked ChatGPT what caused the bubble, and here was the response:

“The dot-com bubble was caused by a combination of factors, including:

1. Irrational exuberance: Investors were overly optimistic about the potential of internet-based companies, leading to a huge influx of investment capital.
2. Overvaluation of tech startups: Startups with no revenue or profits were valued at extremely high prices, leading to a bubble.
3. Lack of regulation: The SEC failed to adjust its regulations to the new realities of the internet and the stock market.
4. Hype around internet technology: There was a lot of hype around the potential of the internet, which fueled the bubble.
5. These factors combined to create the Dot-com Bubble, which burst in 2000-2001 causing many internet-based companies to fail, leading to a significant loss of investment capital.”

Key points:

• AI detection tools are skyrocketing in popularity–but how efficient are they?
• A look at different AI detectors offers an eye-opening look at whether or not AI-generated pieces are identified as such
• See related article: Is AI the future of education?

Nearly every school or university faculty is having at least a few conversations about how to address a world rich in easy-to-use artificial intelligence tools that can generate student assignments.

Multiple AI detection services claim efficacy in identifying whether text is generated by AI or human writers. Turnitin, ZeroGPT, Quill, and AI Textclassifier each represent this ability and are in use by higher-ed faculty and K-12 educators.

In an attempt to determine the effectiveness of Turnitin’s ability to identify artificial intelligence generated materials, students in a doctoral methods course were asked to submit one or two assignments that were fully generated by ChatGPT or another generative tool like Google’s Bard or Microsoft’s Bing AI. It appears that most students used ChatGPT. Of 28 fully AI-derived assignments, 24 of 28 were determined to be 100 percent AI generated. The other four ranged from zero to 65 percent AI-derived. The size of the papers ranged from 411 to 1368 words.

Turnitin returned evidence of potential plagiarism through its Similarity Scores in the range from zero percent to 49 percent. The average AI generated paper was noted to be 13.75 percent similar to other extant materials. (You can find Turnitin’s AI Writing detection tool FAQ here.)

This month’s episode of Innovations in Education features James O’Hagan, Vice President of Education Innovation at LeagueSpot.

O’Hagan shares his insights on the continued emergence of esports as an integral part of any school’s overall education experience; how student use of tech in esports compliments and clashes with other onscreen activities; and what strategies educators can use to make the best of this phenomenon.

Key points:

• While AI has its place in the classroom, humans–and their humanity–are a driving force
• There are 5 skills teachers should ensure students have as they move into a world full of AI
• See related article: Edtech leaders offer guidance on safe AI classroom integration

What does it mean to be human in a digital world? At ISTELive 23, that question was central to the annual edtech conference’s focus on what’s happening in education—and what’s next.

“Four years ago, I made a prediction: I predicted that in five years, education would be completely transformed by two factors: a dramatic increase in connectivity, and a dramatic increase in the capabilities of AI,” said ISTE CEO Richard Culatta. “At that time, less than half the schools in the country were one-to-one, and nobody really knew what AI was. It’s interesting to think about where we are just four years later, and how this combination of increased connectivity and AI capabilities is totally changing our world. AI can do some pretty amazing things.”

While AI has exploded in recent months, it’s important to define its place in teaching and learning and identify the skills teachers and students will need as they move into this next generation of education. To that end, ISTE has released a number of resources and guides focused around AI in education.

Three questions have emerged as critical to this process:

1. How can schools use AI to support student learning?
2. How can AI support educators in teaching and in freeing up time?
3. How can we prepare students with the skills they need to thrive in a digital and AI-infused world?

“That last one is one of the most important and also getting the least attention,” Culatta said.

Key points:

• AI will have a wide-ranging impact on education, particularly on personalized learning
• Education’s unpreparedness for the future is exemplified by the emergence of entirely new fields driven by prompt engineering
• See related article: Is AI the future of education?

Some of my most distinct memories from high school involve struggling to grasp abstract concepts without visual or interactive tools. When I was a high school student, technology was significantly limited compared to today’s. I recall longing for resources such as online encyclopedias, interactive simulations, and virtual tutoring that would have made learning more interactive and accessible. Instead, my classmates and I were left to suffer through content-heavy, teacher-led lessons that lacked imagination or passion.

Sound familiar?

At no point did I blame my teachers. They, like most, had the undesirable task of delivering the same content to disengaged teens, not once, but many times a day.  Fast forward to the present, and the landscape has changed dramatically.

Prompt engineering empowers learners to think critically, collaborate effectively, and devise innovative solutions. Artificial intelligence teaching assistants, like Jill Watson at the Georgia Institute of Technology, offer support to students in what was once considered unimaginable ways.  

During the mid-1990s, while pursuing my A-level sociology studies, I became captivated by the enigmatic realm of hyperreality. This concept, coined by French philosopher Jean Baudrillard, posits blurred boundaries between reality and simulation in postmodern societies. Now, a quarter of a century later, I find Baudrillard’s theories informing my work as an educator.

Key points:

• A number of leading education and technology leaders are formulating recommendations around teaching with AI
• These efforts can help prepare students to work with and within the world of AI and its rapid evolution
• See related article: The importance of teaching generative AI

Code.org, ETS, ISTE, Khan Academy, and World Economic Forum have formed TeachAI, bringing together education, nonprofit, and technology partners to assist governments and education authorities with integrating artificial intelligence (AI) into primary and secondary curricula worldwide while protecting student safety, respecting privacy rights, and addressing issues of bias and misinformation.

AI’s rapid pace of development in recent months offers exciting applications for the classroom, but the unprecedented technology also demands deliberation as the implications are vast. TeachAI will bring critical voices across education, policy, and technology to develop a practical framework for teaching with AI and teaching about AI.

The framework will provide guidance to governments and educational leaders on how to adapt policy, standards, curriculum, pedagogy, tools, and assessments to meet the needs of an increasingly AI-driven world.

These partners will help shape three key outputs of TeachAI:

1. Policy and pedagogical recommendations for teaching with AI
TeachAI will recommend best practices for policymakers, education leaders, teachers, and companies on safely incorporating AI in primary and secondary education curriculum standards, courses, tools, assessments, and professional learning.

Key points:

• AI can optimize the learning experience, the classroom is a delicate ecosystem and changes can have unintended effects
• AI is the future of work, and students must be prepared for it–and be familiar with it
• See related article: It’s important to teach generative AI–here’s why

Sometime late last year, AI reached an inflection point. Experts have been making grand predictions on its behalf for decades, but the moment OpenAI opened ChatGPT up to the public, the actual potential of this technology became clear on a mass level. Almost instantly, hundreds of articles began to appear on the transformative potential of AI for fields as diverse as medicine, law, and entertainment.

Of course, some fields are more amenable to technological revolutions than others. You can see why lawyers, for instance, might appreciate instantly generated summaries of past case law—but the implications of AI in the classroom might be trickier. Teachers are understandably wary; they’re interested in anything that might optimize the learning experience, but they also know that the classroom is a delicate ecosystem, and that any change can have unintended knock-on effects.

These concerns are understandable. Change is scary. In the particular case of AI, the potential positives are too significant to ignore. Let’s discuss the opportunities and challenges AI can bring to education.

Teachers are experiencing burnout at higher rates than ever

The consequences of the pandemic continue to be felt by teachers and students in classrooms. As countless experts have pointed out, the change the pandemic inflicted on children has led to deteriorating behavioral skills and social anxiety. Teachers were already experiencing burnout in great numbers before the pandemic, but those numbers increased even further in its aftermath, as teachers have found it challenging to help students who increasingly struggle in the classroom to stay engaged in their learning.

Key points:

• AI can provide new opportunities and allow us to see things differently
• AI tools can help create learner profiles to give educators a more accurate impression of students

Learning now is so much more than making notes from a textbook and critiquing other people’s ideas. It is cultivating your own vision of the future and how things can be improved to better our lives and advance the next generation. AI technology is a key driver in this change and will enable students to have a deeper understanding of global events and how they can make an impact. Personalization in education is just one pillar of AI that I want to explore.

In many ways, AI is an extension of ourselves. It can help offload the typically boring tasks we have to put up with and realise our potential by accessing new information and learning at our own speed.

In education, this can mean what we want to study next or what kind of role we want for ourselves once we leave school. It is important to note that AI isn’t just a tool that can take things away; it can provide new opportunities and allow us to see things differently. Personalizing education can help students find their way and equip them with the skills they desire.

Customizable courses

Having a fixed curriculum does not serve the interests of all students. When lessons are dictated by the teacher, government, and exam body, the student is left out of the decision-making despite being on the receiving end. In education, AI can help rectify this by making learning customizable. Granting autonomy to the student is really important, and trusting younger minds with new technology will help unlock talent and provide more individual thinking.