While we continue to navigate a decade shaped by rapid technological innovation, this week’s readings prompted a deep reflection on the developing relationship between education and artificial intelligence. Bozkurt. et al discusses about the speculative features shaped by tools like ChatGPT, revealing both hopeful and cautionary tales of AI’s integration in classrooms. Whereas, Selwyn et al. addresses a grounded critique of educational technologies, focusing on socio-political forces shaping educational technology in 2020s.
Bozkurt et al. presents a diverse collection of speculative stories from researchers worldwide, imagining how AI tools like ChatGpt can transform or disrupt education. The paper explores both optimistic and dystopian scenarios: personalized learning, holographic tutors, AI- enhanced inclusivity as well as concerns over surveillance and loss of creativity. However, Selwyn et.al identifies six major challenges for educational technology for this decade, such as deepening digital inequality, the unchecked power of AI-fueled platforms, blurred boundaries between human and machine learning.
AI has the potential to personalize and expand access to education especially for students who may struggle with traditional methods. Tools like ChatGPT do provide instant feedback and can adapt to individual learning needs. However, as Bozkurt And Selwyn emphasize, the future of educational technology is not going to be shaped by technology itself but instead it depends on the intentions, ethics and frameworks we use to guide. That realization stood out to me and these readings have helped me move beyond the classic thinking and instead seeing the importance of intentional critical engagement.
References:
https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709
https://www.digigen.eu/digigenblog/facing-up-to-the-dilemma-of-sustainable-digital-futures/