Why Skeptics Think AI in the Classroom is a Bad Idea

The digital dilemma in education: The integration of technology in classrooms, particularly the Internet and smartphones, has sparked a heated debate about its impact on student learning and attention spans.

• Proponents of artificial intelligence (AI) in education, including OpenAI, Khan Academy, and Bill Gates, advocate for its potential to enhance learning opportunities and access to quality educational content.
• Critics, including some educational policymakers and educators, are pushing back against digital technology in classrooms, with some districts and countries implementing bans on smartphones and other devices.

Examining the access argument: Advocates for technology in education often cite increased access to information and high-quality instructional materials as key benefits, but skeptics point to historical data that suggests otherwise.

• According to the National Center for Education Statistics, internet connectivity in American public schools reached 94% by 2005.
• However, Program for International Student Assessment (PISA) scores show a decline in reading, mathematics, and science scores between 2000 and 2006, coinciding with widespread internet adoption in schools.
• Similarly, the introduction and widespread adoption of smartphones between 2007 and 2015 did not lead to improved PISA scores, with results remaining flat or slightly declining in reading, mathematics, and science.

The attention deficit concern: Critics of classroom technology argue that devices, particularly smartphones, are detrimental to student focus and learning outcomes.

• The Centers for Disease Control and Prevention report that ADHD diagnoses among children and adolescents nearly doubled between 1997 and 2016, rising from 6.9% to 10.2%.
• Studies have shown that texting during class is associated with lower GPAs and test scores, regardless of frequency.
• Research from the University of Chicago demonstrated that even the mere presence of a phone can negatively impact learning, with students performing better on cognitive tasks when their phones were in another room.

Evidence-based approach needed: The debate over AI and technology in education requires a thorough understanding of the problems to be solved and the evidence of their effectiveness.

• The positive case for technology, based on increased access to information, lacks substantial evidence despite decades of implementation.
• The negative case, focusing on diminished attention spans, is gaining support through research and observed impacts on educational outcomes.

Marshall McLuhan’s prescient warning: The media theorist’s adage, “We become what we behold,” serves as a cautionary tale for the integration of AI and technology in education.

• The shaping influence of smartphones and other devices on students may be producing unintended consequences.
• As we consider introducing AI into classrooms, we must carefully evaluate its potential impact on student development and learning outcomes.

Balancing innovation and caution: As educators and policymakers navigate the integration of AI and technology in classrooms, a measured approach is necessary.

• While AI and other technologies offer potential benefits, their implementation should be guided by rigorous research and evidence of positive learning outcomes.
• Addressing the attention deficit problem may require reevaluating the role of digital devices in the classroom and finding ways to harness technology without compromising students’ ability to focus and learn effectively.