Blindsided by AI: The Bigger Picture - Episode1
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- Опубликовано: 16 сен 2024
- This documentary is an eye-opening journey through the confusing first school year with generative AI. The film spotlights an education community united by the same quest but struggling to simultaneously balance the need to go fast and slow. *** Here's a helpful viewing guide to the film:
www.bamradione... Episode one starts with the teaching challenge and the question, "What will it take for teachers to thrive in the age of generative AI?" Blindsided puts a human face on the dilemma created for everyone in education, including teachers, students, administrators, parents, professional associations, and ed tech companies. Drawing from 15,000+ interviews, the film captures the thinking, gut feelings, and overlooked questions shaping how AI is impacting teaching and learning. SUBSCRIBE for Episodes 1, 2, and 3 / @hackinggenaiedu
Link to documentary premiere at ISTE Live 24: conference.ist...
V.47 New Intro
I really liked the example at the start of the documentary that addresses the question, "How about students providing professional development for teachers?" In the example, students presented to their teachers about AI. What a fantastic idea! We may be subject matter experts, but we are not AI experts yet. None of us are! This puts us on a level playing field with our students when it comes to AI. Let's learn together and involve our students as resources since they are already using AI in various ways.
One way I've incorporated this into my lessons is by having an AI "show and tell" at the start of each class. Students share how they are using AI in their lives. We learned how one student uses AI image generators to make avatars for social media, another chats with the SnapChat AI as a friend, and another uses AI to generate lyrics and create music with a different AI tool. By integrating this simple activity, we are collectively learning about different AI tools, their uses, and how they are enhancing the students' interests. Plus, my students get to share their passions!
I was really interested in the statement posed at the end of the video: "Teacher agency, autonomy, and intrinsic motivation; the research suggests a need to talk about why they matter more in the age of AI," especially in relation to the data provided that "51% of US teachers are motivated by education technology, 49% are not." One thing that jumped out to me in related to this was the research on what motivates teachers to teach in the first place: intrinsic motivation, and ability motivation. Examples given for intrinsic motivation were the desire to work with children and the desire to make a social contribution, and that if this need is met, teachers are more effective and experience better well-being. The explanation of ability motivation was wanting to pursue something that you think you have the skills and abilities for, and belief in one's ability as a teacher was one of the top reasons given that people choose teaching. It strikes me that intrinsic motivation will stay the same in the age of AI, but I think ability motivation is taking a big hit at the moment. AI is new to all of us. A lot of us don't really know what it is, we don't really know how it affects learning, and because of this, we don't really know how to teach with it. And even with the best intentions, trying to stay on top of all the new AI technologies can feel overwhelming. So, if teachers feel they are not competent understanding, using and teaching with AI, it is going to have a huge negative impact; they may no longer feel competent in the profession they have spent years training to be experts in. Based on this, I think we need to address ability motivation, and fast. But how this can be done is not a simple matter. As quickly as we are learning, the technologies are advancing even faster, making it feel like the ground is shifting beneath us, compounding the feeling of being out of our depth when it comes to our roles as teachers.
Hearing the stories of why people got into teaching was interesting and validating. Interesting because I enjoyed each person's backstory and validating because the stories dispel the myth that all teachers got into the profession because it was their calling.
The stories people shared and the longitudinal study by Dr. Helen Watt and Dr. Paul Richardson confirmed that the reasons people chose teaching are wider than many realize. What was fascinating were the discussions with other researchers who explained how the idea of teaching as a "calling" came about and spread. We discovered there are schools today where teaching is still formally designated as a calling and comes with the expectation that teachers will make significant sacrifices as part of the work. Perhaps most people already knew that, but it was new to us. The discussion shed light on the tension between those who view teaching as a calling and those who believe viewing teaching as a "job" is just fine and shouldn't be shameful.
@@hackinggenaiedu I agree. I can count on one hand the number of professions in which people are expected to make their life-long calling. Yes, for some, education is their calling. And that is fine. But for many of us, aiming to do a great job is enough, and a lot. We should not have to feel guilty for taking time for our families, our kids, or ourselves.