"Time is the most obvious limited resource in schools. It’s what everyone craves more of, and it’s also what AI helps buy back the most of. Suggesting, though, that transforming teaching is as easy as buying back more time through some prompts is outright disrespectful to the craft, and it also shows how far away ed-tech companies are from how schools operate."
Not just an important point but powerfully worded, Danny. Ed-tech is full of promises and, as we're starting to see the long-term effects of some of what's in place, it's becoming clear that it doesn't 'fix' any of our problems. From my experience - at both government and school levels - giving teachers tools that make certain tasks quicker just results in decision makers saying 'well, since you've got more time, you can do this now'. It doesn't free up our time, just means more is added to our plates. This is something that needs addressing to make sure ed-tech can have a positive impact, and it starts with excellent posts like this from teachers on the frontline.
Love it, Jack, and I agree. Part of the many issues is how we define “productive” in schools—for students and adults. Doing more and doing it more quickly is a business concept. Learning, though, is slow and relational. Schools are complex and filled with nuance. That’s what makes them challenging and rewarding.
"Time is the most obvious limited resource in schools. It’s what everyone craves more of, and it’s also what AI helps buy back the most of. Suggesting, though, that transforming teaching is as easy as buying back more time through some prompts is outright disrespectful to the craft, and it also shows how far away ed-tech companies are from how schools operate."
Not just an important point but powerfully worded, Danny. Ed-tech is full of promises and, as we're starting to see the long-term effects of some of what's in place, it's becoming clear that it doesn't 'fix' any of our problems. From my experience - at both government and school levels - giving teachers tools that make certain tasks quicker just results in decision makers saying 'well, since you've got more time, you can do this now'. It doesn't free up our time, just means more is added to our plates. This is something that needs addressing to make sure ed-tech can have a positive impact, and it starts with excellent posts like this from teachers on the frontline.
Love it, Jack, and I agree. Part of the many issues is how we define “productive” in schools—for students and adults. Doing more and doing it more quickly is a business concept. Learning, though, is slow and relational. Schools are complex and filled with nuance. That’s what makes them challenging and rewarding.
So agree on the implementation plan--