Social Mobility For Learners
The challenge of personalized learning (opens in new tab) is that it asks teachers to adapt lessons to multiple students, often without the time or resources to do so. This is especially difficult in underfunded schools with underpaid teachers. Automation could ease some of that workload, but at the time of this project, bringing AI into the classroom was still taboo (opens in new tab). The pressures on teachers were widely recognized (opens in new tab), yet there was uncertainty about whether it could support them safely and without compromising the integrity students’ education.
Some of this hesitation could be eased by clarifying the role of teachers and students in reviewing and revising generated material.
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This would give teachers an opportunity to exercise their judgement and advocate for their students’ needs. In the case that teachers use AI to support learning, AI literacy should also be integrated into the curriculum (it should be standardized first, see: How to Cite AI). Students should be able to confidently explain why they accepted, changed, or rejected AI’s suggestions.
Automation can create space for students to learn with intention. This begins with trusting them to make decisions about their learning, supported by teachers who can fuel their curiosity and challenge their thinking. Giving students a safe space to make decisions can change what students believe they are capable of. A fulfilling education has the power to make social mobility attainable for students, creating a cycle where students uplift and contribute to their local communities.
For further reading: MicroSims (opens in new tab), SPACE framework (opens in new tab), The Gospel of Tech