Gertrude Himmelfarb offered what she called a “neo-Luddite” dissent about “the new technology’s impact on learning and scholarship.” “Like postmodernism,” she complained, “the Internet does not distinguish between the true and the false, the important and the trivial, the enduring and the ephemeral. . . . Every source appearing on the screen has the same weight and credibility as every other; no authority is ‘privileged’ over any other.”
Digital History | Promises and Perils of Digital History - 0 views
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“A dismal new era of higher education has dawned,” he wrote in a paper called “Digital Diploma Mills: The Automation of Higher Education.” “In future years we will look upon the wired remains of our once great democratic higher education system and wonder how we let it happen.”3
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In the past two decades, new media and new technologies have challenged historians to rethink the ways that they research, write, present, and teach about the past. Almost every historian regards a computer as basic equipment; colleagues view those who write their books and articles without the assistance of word processing software as objects of curiosity.
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Students: AI is Part of Your World | Harvard Graduate School of Education - 0 views
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“If anyone can dash off a paper written by AI, perhaps this will push classrooms to revive other ways of communicating knowledge, including project-based learning, Socratic seminars, writing papers with ChatGPT as a starting point where students take on the role of critical editor, and other assessment tools that aren’t so easily hacked,” like video projects and live-action play. “The fastest, cheapest way to ensure the work is done by the student is to use pencil and paper instead of typed papers.”
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