“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