For my upcoming essay, I\u2019ll explore how AI could transform K-12 classrooms by personalising learning and enhancing student engagement. AI is already making its way into the classroom, with teachers using it to simplify routine tasks, while students are learning to navigate it for their own use at home. We need to be proactive rather than reactive in adopting this new teaching tool. As educators, we should take the lead in determining how AI is utilised, rather than waiting for directives from companies, parents, or government bodies. AI is here to stay, so let\u2019s discover how to leverage it to improve student learning and support teachers in their roles.<\/p>\n\n\n\n
I will draw on Selwyn\u2019s (2024) On the Limits of Artificial Intelligence (AI) in Education<\/em>, which cautions against over-reliance on technology that could reduce complex educational interactions to algorithms, highlighting the importance of educators actively shaping AI’s role in classrooms. In contrast, Bozkurt et al.’s (2023) Speculative Futures on ChatGPT and Generative AI<\/em> suggest that tools like ChatGPT could foster critical thinking and creativity among students. I aim to explore how AI can create personalised learning experiences, what training teachers will need to integrate AI while maintaining their agency, and the potential risks of overreliance and ethical concerns regarding student data. I have a lot more research to complete to answer these questions. I hope to gain insights into how AI can enhance students\u2019 learning experiences without undermining the core values of teaching and the essential human connections involved, striking a balance between optimism and caution as I explore this imminent future.<\/p>\n\n\n\n References<\/strong> For my upcoming essay, I\u2019ll explore how AI could transform K-12 classrooms by personalising learning and enhancing student engagement. AI is already making its way into the classroom, with teachers using it to simplify routine tasks, while students are learning to navigate it for their own use at home. We need to be proactive rather […]<\/p>\n","protected":false},"author":315,"featured_media":253,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-252","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt523"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru299\/wp-json\/wp\/v2\/posts\/252","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru299\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru299\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru299\/wp-json\/wp\/v2\/users\/315"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru299\/wp-json\/wp\/v2\/comments?post=252"}],"version-history":[{"count":2,"href":"https:\/\/malat-webspace.royalroads.ca\/rru299\/wp-json\/wp\/v2\/posts\/252\/revisions"}],"predecessor-version":[{"id":255,"href":"https:\/\/malat-webspace.royalroads.ca\/rru299\/wp-json\/wp\/v2\/posts\/252\/revisions\/255"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru299\/wp-json\/wp\/v2\/media\/253"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru299\/wp-json\/wp\/v2\/media?parent=252"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru299\/wp-json\/wp\/v2\/categories?post=252"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru299\/wp-json\/wp\/v2\/tags?post=252"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Bozkurt, A., et al. (2023). Speculative Futures on ChatGPT and Generative AI: a Collective Reflection from the Educational Landscape<\/a>. Asian Journal of Distance Education, 18(1).
Selwyn, N. (2024).\u00a0 On the Limits of Artificial Intelligence (AI) in Education<\/a>. Nordisk tidsskrift for pedagogikk og kritikk. 10. 10.23865\/ntpk.v10.6062.<\/p>\n","protected":false},"excerpt":{"rendered":"