Group items matching

in title, tags, annotations or url

"Do screens destroy kids' executive functioning? In short: no. Some types of screen use (in particular, non-educational, 'fantastical' shows) may have short-term impacts on attention, memory, or inhibition. But these effects don't seem to be long-term, unless screen use is excessive and interfering with other important activities. And some screens (educational apps, certain video games) may actually improve executive functioning skills. "

"The end result of that was, of course, the foundational contribution that the French revolution made to democracy. But now here we are, those of us living in liberal democratic states that depend on an educated, engaged population for their continued existence, facing a 21st-century arbre de Cracovie. Except this one is incalculably more ubiquitous, more instantaneous, more overwhelming, and more powerful. And as voters around the world proceed through the biggest election year in history, I find myself increasingly wondering: can democracy survive social media?"

"ns Work in Progress It Sure Looks Like Phones Are Making Students Dumber Test scores have been falling for years-even before the pandemic. By Derek Thompson A student looking at their phone Darrell Eager / Gallery Stock December 19, 2023 Saved Stories This is Work in Progress, a newsletter about work, technology, and how to solve some of America's biggest problems. Sign up here. For the past few years, parents, researchers, and the news media have paid closer attention to the relationship between teenagers' phone use and their mental health. Researchers such as Jonathan Haidt and Jean Twenge have shown that various measures of student well-being began a sharp decline around 2012 throughout the West, just as smartphones and social media emerged as the attentional centerpiece of teenage life. Some have even suggested that smartphone use is so corrosive, it's systematically reducing student achievement. I hadn't quite believed that last argument-until now."

"Could it be the phones? Absolutely! To be clear: the idea that phones are causing distraction both inside and outside of school hours, and this contributes to declining test scores, seems totally plausible to me-and preliminary cross-sectional data from the PISA report indicates the same. Might it be a good idea to keep phones out of the classroom? Definitely! But, as often happens when an excerpt of a larger study makes the rounds online, some nuance is missing. Let's talk about what the data actually show. "

"Can AI bring personalized tutors to every student? The AI education tools being piloted today are mind-blowing because they are tailored to each individual learner. Some of them-like Khanmigo and MATHia-are already remarkable, and they'll only get better in the years ahead. One of the things that excites me the most about this type of technology is the possibility of localizing it to every student, no matter where they live. For example, a team in Nairobi is working on Somanasi, an AI-based tutor that aligns with the curriculum in Kenya. The name means "learn together" in Swahili, and the tutor has been designed with the cultural context in mind so it feels familiar to the students who use it."

"Students on online courses report insufficient interaction and familiarity with their instructors and a lack of motivation. Feedback in one study included: "I want a real teacher", "I prefer a course taught by a human" and "There is no instructor personality interjected into the course". So, how do instructors overcome this perception and ensure students view them as "present" in online courses? "

"A boarding prep school in West Sussex, Cottesmore School, has made history by appointing an AI robot, Abigail Bailey, as its "principal headteacher". Created in collaboration with an artificial intelligence developer, the robot is designed to support the school's headmaster, Tom Rogerson, by providing advice on various issues such as supporting staff members and helping pupils with ADHD. Abigail Bailey functions similarly to the AI service ChatGPT, where users ask questions and receive answers from the chatbot's algorithms. The AI principal has been developed with extensive knowledge in machine learning and educational management, allowing it to analyze vast amounts of data. According to Mr. Rogerson, having the AI robot to assist him is calming and reassuring. He considers the role of a school leader to be lonely and believes that having an entity to rely on is invaluable. He also intends to make the publicly-available online robot accessible to state school headteachers."

"But an analysis by the Office of Information Technology Services issued last month "acknowledges that the risks of the use of (facial recognition technology) in an educational setting may outweigh the benefits." The report, sought by the Legislature, noted "the potentially higher rate of false positives for people of color, non-binary and transgender people, women, the elderly, and children." It also cited research from the nonprofit Violence Project that found that 70% of school shooters from 1980 to 2019 were current students. The technology, the report said, "may only offer the appearance of safer schools.""

"Smartphones should be banned from schools to tackle classroom disruption, improve learning and help protect children from cyberbullying, a UN report has recommended. Unesco, the UN's education, science and culture agency, said there was evidence that excessive mobile phone use was linked to reduced educational performance and that high levels of screen time had a negative effect on children's emotional stability."

"Recent advances in AI are likely to spell the end of the traditional school classroom, one of the world's leading experts on AI has predicted. Prof Stuart Russell, a British computer scientist based at the University of California, Berkeley, said that personalised ChatGPT-style tutors have the potential to hugely enrich education and widen global access by delivering personalised tuition to every household with a smartphone. The technology could feasibly deliver "most material through to the end of high school", he said."

""Even though mobile phones are intertwined with our lives, they do not belong in the classroom," education minister Robbert Dijkgraaf said. "Students need to be able to concentrate and need to be given the opportunity to study well. Mobile phones are a disturbance, scientific research shows. We need to protect students against this.""

"The debate is whether the ideas noted in an essay or paper come from the student, while the tool can only take credit for the grammar and mechanics of the writing but not the critical thinking. The College Board, which administers Advance Placement (AP) courses, prohibits the use of ChatGPT under any circumstances. On its website, the agency notes, "Like educators across the country, AP teachers are confronting the implications of ChatGPT and other tools.""

"New research by scientists at Michigan State University suggests that laptops do not enhance classroom learning, and in fact students would be better off leaving their laptops in the dorm during class. Although computer use during class may create the illusion of enhanced engagement with course content, it more often reflects engagement with social media, YouTube videos, instant messaging, and other nonacademic content. This self-inflicted distraction comes at a cost, as students are spending up to one-third of valuable (and costly) class time zoned out, and the longer they are online the more their grades tend to suffer."

"Dr Kovanović believes this is a "pointless race to have", given the momentum of the technology and its potential positives. He says AI detection "misses the point". "I think it's much better to sink our effort into how we can use AI productively." He also argued the practice of using anti-plagiarism software to score university students on how likely it was their work was written by AI was causing unnecessary stress. "It's hard to trust that score," he said."

"This all presents big questions for which we don't yet have answers. "At what point should kids know better?" asked David Dockterman, a lecturer at the Harvard Graduate School of Education. "When should a person's 'permanent digital record' start recording, if ever? To what extent should social media be a space for trial-and-error exploration around identity and social behavior?" "These are fantastically difficult moral dilemmas for teenagers who act impulsively, using tools that are not fully under their control, leading to consequences that perhaps none of us can anticipate," said Sonia Livingstone, professor of social psychology at the London School of Economics and Political Science. "This is the first time we've had a society in which almost by default, everything is recorded and shared and aggregated in ways that create a lifelong profile. Children should have the right to make mistakes.""

"In this future, teachers assisted in marking and lesson planning by LLMs would be left with more much-needed time to focus on other elements of their work. However, in a bid to cut costs, the "teaching" of lessons could also be delegated to machines, robbing teachers and students of human interaction. "Of course, that will be for the less well-off students," Luckin says. "The more well-off students will still have lots of lovely one-to-one human interactions, alongside some very smartly integrated AI." Luckin instead advocates a future in which technology eases teachers' workloads but does not disrupt their pastoral care - or disproportionately affect students in poorer areas. "That human interaction is something to be cherished, not thrown out," she says."

"In a Copenhagen suburb, a fifth-grade classroom is having its weekly cake-eating session, a common tradition in Danish public schools. While the children are eating chocolate cake, the teacher pulls up an infographic on a whiteboard: a bar chart generated by a digital platform that collects data on how they've been feeling. Organized to display the classroom's weekly "mood landscape," the data shows that the class averaged a mood of 4.4 out of 5, and the children rated their family life highly. "That's great!" the teacher exclaims, raising two thumbs up in the air. She then moves to an infographic on sleep hygiene. Here the data shows the students struggling, and the teacher invites them to think of ways to improve their sleeping habits. After briefly talking among themselves, the children suggest "less screen time at night," "meditation before sleep," and "having a hot bath." They collectively make a commitment to implement these strategies. At next week's cake time, they will be asked whether or not they followed through."

"The combination of ChatGPT with its Wolfram plug-in just scored 96% in a UK Maths A-level paper, the exam taken at the end of school, as a crucial metric for university entrance. (That compares to 43% for ChatGPT alone). If this doesn't shock you, it should. Maths A-level (like its equivalent in many other countries) is held up as the required and essential qualification for much of our populations-the way to be prepared for our upcoming AI age. And yet, here it is, done by those very AIs, better than most of our students."

"Open AI researchers said that while it was "impossible to reliably detect all AI-written text", good classifiers could pick up signs that text was written by AI. The tool could be useful in cases where AI was used for "academic dishonesty" and when AI chatbots were positioned as humans, they said."