“The future is not something to be predicted, but to be made”
– Selwyn et al., 2020, pg 105)
This blog will explore the technologies highlighted in this project, the trends and issues that support my predictions, and the methodology by which I will present my analysis of edtech in 2030.
With a solid understanding of edtech’s history, built by our study of Martin Weller’s book, “25 Years of Ed Tech”, Royal Roads University has assigned a project encouraging critical thinking about the future of technology in education, particularly in 2030. This blog will explore the technologies highlighted in this project, the trends and issues that support my predictions, and the methodology by which I will present my analysis of edtech in 2030.
“The future is not something to be predicted, but to be made” (Selwyn et al., 2020, pg 105). This statement is compelling and helps shape the approach for the upcoming assignment. With this mindset, I do not aim to predict the future but rather to highlight a potential future based on current trends, providing insights into the issues, challenges, and opportunities we may face in education due to edtech. Focusing on a single technology, I will analyze where artificial intelligence, specifically large language models like ChatGPT and generative AI models like DALL-E, will shape the educational landscape by 2030.
To support my predictions of AI’s role in edtech by 2030, I will examine critical issues, such as the potential diminishing need for skilled educators in classrooms in a world driven by generative and adaptive AI models. An interesting perspective is presented in vignette #3, “Going Off Script,” from the article What Might the School of 2030 Be Like? (Selwyn, Pangrazio, Nemorin, & Perrotta, 2020). In this vignette, AI management relies heavily on data scientists and analytics experts to set up and define AI algorithms, shaping students’ learning progress and teachers’ adaptation to the curriculum. As AI matures, the need for skilled educators may diminish in favour of more data experts, potentially sidelining professional educators who advocate for maintaining the human element in classrooms. Without advocates for this critical human aspect, we risk losing it altogether.
In this assignment, I will explore these vignettes (Selwyn et al., 2020), provide supporting evidence, examine trends, and analyze potential issues if these scenarios become reality.
References
OpenAI. (2024). Futuristic classroom, AI hologram teacher, advanced tech, bright, engaging environment. https://chat.openai.com/
Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2020). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 45(1), 90-106. https://www.tandfonline.com/doi/full/10.1080/17439884.2020.1694944
Weller, M. (2020). 25 years of ed tech. Athabasca University Press. https://read.aupress.ca/read/25-years-of-ed-tech/section/e69021f2-91b6-4ca4-9d0b-81d3e9748707
Allie your post offers an insightful look into the potential challenges and opportunities AI presents for education.
I appreciate how you’ve raised concerns about the diminishing need for skilled educators as AI advances. However, I think it’s also worth considering how AI could augment the teacher’s role rather than replace it. For instance, AI could handle administrative tasks, allowing teachers to focus more on personalized, creative, and emotional support for students; areas where AI is currently lacking.
Additionally, you touched on the risks, but I’d love to see more emphasis on how AI might promote equity in education. With thoughtful implementation, AI could offer personalized learning experiences that cater to diverse learning needs and help bridge the gap for underserved communities. Perhaps exploring ethical frameworks for AI integration could strengthen this argument.
Overall, your post presents a balanced view, and I think expanding on these aspects will make it even more compelling. Thanks for sharing!
Hi Allie,
Great to see the discussion on AI continue from your debate to your speculative futures assignment. I’m looking forward to the trends that you will extrapolate from and how full integration of AI will transform the classroom, the art of teaching and the student experience.
I couldn’t help but chuckle about Laura’s download dilemma – particularly because of the failure of their Oracle system. Being an SAP alum, seeing Oracle being the downfall of Laura’s ability to inspire her class is secretly satisfying, but also makes me think about how you might want to explore the dependency on software vendors and their responsibilities with technology reliability and availability.
Best of luck with your paper.
Kirsten