Generative artificial intelligence (AI) is moving lightning fast and it is becoming clear, once again, that ed-tech innovation is way ahead of policy, particularly in our K-12 provincial education systems. There’s plenty of hype, driven by missionaries embracing the “Big Reset” and the futurist vision of the World Economic Forum. Here in Canada, leading apostles such as the C21 Canada CEO Academy and Robert Martellacci’s Toronto-based Mind Share Learning have heralded “chatbots” or large language models (LLMs) such as ChatGPT as magical tools.
The gradual commercial deployment of these LLMs in schools creates plenty of buzz among ed-tech enthusiasts. Its most vocal Canadian evangelist is Tom D’Amico, director of education at the Ottawa Catholic District School Board (OCDSB). The initial hype has only grown since June 2024 when American “edupreneur” Salman Khan, founder of Khan Academy, published his latest book, Brave New Words: How AI will revolutionize education (and why that’s a good thing).
Whether it’s proclaiming a “Big Shift” technology-led reform philosophy or promoting the continued use of cell phones in class, ed-tech evangelists tend to plunge in, adopting every new tech toy and panacea. Unconditional support is offered with or without any recognition of the latest innovation’s impact on student achievement or aggravating the so-called “digital divide” between urban and rural schools, or between affluent and disadvantaged communities.
Confronting the potential hazards
With a new school year ahead, AI is now what American education critic Peter Greene aptly described as a “juggernaut” sweeping through North American K-12 education. Teachers everywhere are awakening to its implications and hazards and, after looking for guidance, are now desperate for assistance in coping with the changing realities.
Sound advice and guidance are hard to find with school systems still reeling from learning setbacks in post-pandemic education times. While LLMs do introduce new and exciting possibilities in teaching and learning, the absence of guardrails is a serious and legitimate concern.Some will find the Common Sense Media research note, “ChatGPT and Beyond,” a useful short primer on how to cope with AI in schools.
One of the few organizations that has emerged to answer these major concerns is Cognitive Resonance, founded by Dr. Ben Riley, former director of deans for Impact. Its initial publication, “Education Hazards of Generative AI,” is an indispensable source of guidance for superintendents, program consultants, principals, and teachers. It explains what’s actually happening and highlights areas of concern like the uncritical consumption of AI “hallucinations,” the spreading of “deep fakes,” invasions of privacy, and normalizing plagiarism or passing off AI-generated work as your own.