Lecture of week 11 focused on the idea of digital inequities and how people experience the online world differently depending on their background and situation. One speaker shared a helpful framework that explains injustice in three parts: economic, cultural, and political. Economic issues include not having internet, devices, or even electricity. Cultural injustice happens when certain groups or languages are not well represented in online spaces. Political injustice is when people don’t have a fair chance to be part of decision-making. The speaker gave many examples of how unfair systems can make it harder for some students to learn, especially during online learning.
Another part of the lecture talked about how oppression happens in four ways: through beliefs, systems, people’s actions, and how people feel about themselves. There was also discussion about how education systems often expect everyone to fit into one way of learning, instead of changing to support different needs. The speakers encouraged people to be more critical of how technology is used and to work toward creating a fair system that include and respect everyone.
AI (Artificial Intelligence) is technology that helps computers think and learn like humans. In schools, AI is used in many ways, like helping students with homework, grading tests, and even tutoring. Some schools use AI chatbots that answer student questions, while others use AI programs to help with writing and math. AI can make learning faster and easier, but some people worry that students might rely on it too much instead of thinking for themselves.
Is AI Good or Bad for Learning?
AI in education has both good and bad sides. One good thing is that AI can help students learn at their own pace. If a student doesn’t understand something, AI can explain it again in a different way. AI can also save teachers time by grading work quickly. However, some people worry that students might use AI to cheat instead of learning. Another problem is privacy—some AI tools collect student data, and people wonder if that is safe. AI should be used carefully so that it helps students learn, not replace real learning.
How is AI Used in Schools?
Our Experience with AI in Education
Me and Tobin are learning about AI in education for our project. We have read articles and watched videos to see how AI is used in schools. We found that AI can help students a lot, but it also has problems. Some students like using AI for homework, but teachers worry about cheating. Privacy is also a big issue because AI collects student data. We think AI is useful, but it should be used the right way to help students learn better.
Tobin and I have been learning about how AI is used in schools and whether it is helpful or harmful for students. AI can be really useful – it can explain things in different ways, grade tests quickly, and even act like a tutor. But there are also some problems. Some students might use AI to cheat, and teachers worry that students won’t think for themselves. Another big concern is privacy because AI collects student data.
In our research we saw an article by Clugston (2024) explains that AI in education has both good and bad sides. On the positive side, AI helps students by personalizing learning, meaning it can adjust lessons to match each student’s needs. This can make learning easier and more engaging. AI also helps teachers by automating tasks like grading, so they have more time to teach. However, there are concerns too. AI collects a lot of student data, which raises privacy issues. Also, if schools rely too much on AI, students might miss out on real human interaction, which is important for building social and thinking skills.
Also, we found that many teachers are unsure about using AI in schools. A survey by the Pew Research Center (2024) showed that 25% of public K-12 teachers think AI tools do more harm than good in education, while only 6% believe they do more good than harm. Additionally, 32% feel there’s an equal mix of benefits and drawbacks, and 35% are uncertain. This uncertainty suggests that while AI has potential, educators are cautious about its role in teaching.
Matthews (2024) talks about how AI can be both helpful and harmful in schools. He says AI can help students learn by giving quick feedback and explaining things in different ways. But, he also warns that students might start using AI to do their work for them instead of thinking for themselves. He believes that AI should be a learning tool, not a way to cheat. Schools need to teach students how to use AI the right way so it helps them learn and not just find quick answers.
At the end, this research opened our eyes to both the good and bad sides of AI in education. AI can make learning easier and more personal, but it also brings challenges like cheating and privacy issues. Some teachers are excited about AI, while others aren’t sure if it’s a good idea. We learned that AI isn’t just good or bad – it depends on how we use it. Schools need to find the right balance so AI helps students without replacing real learning.
In Unveiling the shadows: Beyond the hype of AI in education, Al-Zahrani (2024) provides the findings of a large study on AI use in education. Here are the critical findings that the study found and what we think may be potential repercussions that could follow:
Loss of human connection:
“AI’s impact on personal ties between students and educators is cause for worry” because it may lead to students feeling a reduction in their sense of support and emotional connections. It also reduces personalization and individual attention in the learning experience.
Potential Repercussions: Personalization is all about individuality and having a specific way that you learn individually. A lack of this may lead to the learner missing out on key parts on finding their identity and building skills. If the learner is always using ChatGPT’s answers and using AI as a basis of completing work, how are they going to learn what works for them when on their own. It is important for a student to know their strengths, for example, problem solving. Outside of school when there are real world problems infront of them, ChatGPT will not know everything about the situation. For example if the student was at work, and they had to resolve a conflict between two coworkers, they may be better equipped to solve the issue if they had grown their problem solving skills. In this situation they could not just add the problem into ChatGPT without giving it extreme detail and context, which even at that point would still not be the same as if the student had the skill themselves.
Reduced critical thinking and creativity:
AI systems provide predefined answers which can prevent students from engaging in critical analysis or creative expression. This can reduce innovation and original thought.
Potential Repercussions: By using AI students may be missing out on building and strengthening key skills with creativity and critical analysis. This can lead to a lack of variety and fun in their future as they may have a reduced ability to find happiness in things. It also will affect their ability to problem solve and draw conclusions from things if they can’t find key pieces of information that they had previously been relying on ChatGPT for.
Unequal access and technological divide:
AI poses the risk of widening gaps in education opportunities because of uneven access to advanced technologies.
Potential Repercussions: This unequal access can enhance disparities for different demographics as geographical location and socioeconomic status play a role in the ability to access artificial intelligence technologies. This can further expand the gap between the rich and poor, and the privileged and non privileged people/societies.
Teacher professional development and role:
Ongoing training and development for teachers is suggested to help adapt and skillfully integrate AI into their teaching. This can help keep the critical role that teachers play in steering student learning.
Potential Repercussions: Teachers have their own journey in the education system as well. With the fast and rapidly growing implementation of AI into the school system, there is a lot of adjusting and learning that has to be done by the teachers themselves. If teachers are successfully trained and informed on these technologies, and can implement them effectively, they can find a way to continue to be involved in the learning process, while still using artificial intelligence. For example, if a teacher includes a part of an assignment to be completed by the use of AI, then they will be involved and aware of its use and therefore involved in the learning process.
References
Al-Zahrani, A. M. (2024). Unveiling the shadows: Beyond the hype of AI in Education. Heliyon, 10(9). https://doi.org/10.1016/j.heliyon.2024.e30696
Clugston, B. (2024, July 19). Advantages and disadvantages of AI in education. University Canada West.
In this stage of our inquiry on the use of artificial intelligence (AI) in education, Tobin and I looked deeper into the results of a study on AI use in the schooling system. In inquiry 1 we briefly looked at an article, Unveiling the Shadows Beyond the hype of AI in Education, which presents the findings of a study that clearly shows a range of negative outcomes with AI and education. We will be providing the findings of the study along with our personal assessment of possible repercussions of each situation.
In Unveiling the shadows: Beyond the hype of AI in education, Al-Zahrani (2024) provides the findings of a large study on AI use in education. Here are the critical findings that the study found and what we think may be potential repercussions that could follow:
Loss of human connection:
“AI’s impact on personal ties between students and educators is cause for worry” because it may lead to students feeling a reduction in their sense of support and emotional connections. It also reduces personalization and individual attention in the learning experience.
Potential Repercussions: Personalization is all about individuality and having a specific way that you learn individually. A lack of this may lead to the learner missing out on key parts on finding their identity and building skills. If the learner is always using ChatGPT’s answers and using AI as a basis of completing work, how are they going to learn what works for them when on their own. It is important for a student to know their strengths, for example, problem solving. Outside of school when there are real world problems infront of them, ChatGPT will not know everything about the situation. For example if the student was at work, and they had to resolve a conflict between two coworkers, they may be better equipped to solve the issue if they had grown their problem solving skills. In this situation they could not just add the problem into ChatGPT without giving it extreme detail and context, which even at that point would still not be the same as if the student had the skill themselves.
Reduced critical thinking and creativity:
AI systems provide predefined answers which can prevent students from engaging in critical analysis or creative expression. This can reduce innovation and original thought.
Potential Repercussions: By using AI students may be missing out on building and strengthening key skills with creativity and critical analysis. This can lead to a lack of variety and fun in their future as they may have a reduced ability to find happiness in things. It also will affect their ability to problem solve and draw conclusions from things if they can’t find key pieces of information that they had previously been relying on ChatGPT for.
Unequal access and technological divide:
AI poses the risk of widening gaps in education opportunities because of uneven access to advanced technologies.
Potential Repercussions: This unequal access can enhance disparities for different demographics as geographical location and socioeconomic status play a role in the ability to access artificial intelligence technologies. This can further expand the gap between the rich and poor, and the privileged and non privileged people/societies.
Teacher professional development and role:
Ongoing training and development for teachers is suggested to help adapt and skillfully integrate AI into their teaching. This can help keep the critical role that teachers play in steering student learning.
Potential Repercussions: Teachers have their own journey in the education system as well. With the fast and rapidly growing implementation of AI into the school system, there is a lot of adjusting and learning that has to be done by the teachers themselves. If teachers are successfully trained and informed on these technologies, and can implement them effectively, they can find a way to continue to be involved in the learning process, while still using artificial intelligence. For example, if a teacher includes a part of an assignment to be completed by the use of AI, then they will be involved and aware of its use and therefore involved in the learning process.
References
Al-Zahrani, A. M. (2024). Unveiling the shadows: Beyond the hype of AI in Education. Heliyon, 10(9). https://doi.org/10.1016/j.heliyon.2024.e30696
Tobin and I have been learning about how AI is used in schools and whether it is helpful or harmful for students. AI can be really useful – it can explain things in different ways, grade tests quickly, and even act like a tutor. But there are also some problems. Some students might use AI to cheat, and teachers worry that students won’t think for themselves. Another big concern is privacy because AI collects student data.
In our research we saw an article by Clugston (2024) explains that AI in education has both good and bad sides. On the positive side, AI helps students by personalizing learning, meaning it can adjust lessons to match each student’s needs. This can make learning easier and more engaging. AI also helps teachers by automating tasks like grading, so they have more time to teach. However, there are concerns too. AI collects a lot of student data, which raises privacy issues. Also, if schools rely too much on AI, students might miss out on real human interaction, which is important for building social and thinking skills.
Also, we found that many teachers are unsure about using AI in schools. A survey by the Pew Research Center (2024) showed that 25% of public K-12 teachers think AI tools do more harm than good in education, while only 6% believe they do more good than harm. Additionally, 32% feel there’s an equal mix of benefits and drawbacks, and 35% are uncertain. This uncertainty suggests that while AI has potential, educators are cautious about its role in teaching.
Matthews (2024) talks about how AI can be both helpful and harmful in schools. He says AI can help students learn by giving quick feedback and explaining things in different ways. But, he also warns that students might start using AI to do their work for them instead of thinking for themselves. He believes that AI should be a learning tool, not a way to cheat. Schools need to teach students how to use AI the right way so it helps them learn and not just find quick answers.
At the end, this research opened our eyes to both the good and bad sides of AI in education. AI can make learning easier and more personal, but it also brings challenges like cheating and privacy issues. Some teachers are excited about AI, while others aren’t sure if it’s a good idea. We learned that AI isn’t just good or bad – it depends on how we use it. Schools need to find the right balance so AI helps students without replacing real learning.
References
Clugston, B. (2024, July 19). Advantages and disadvantages of AI in education. University Canada West.
The Zoom lecture talked about how artificial intelligence (AI) is changing work, education, and digital skills. They shared how he uses AI tools like ChatGPT to make tasks easier, such as replying to emails, writing workshop descriptions, and researching. They said it’s important to be flexible with different AI tools. He also showed how AI can help with research and organizing information. These tools can make work faster and easier, but they also bring new challenges.
The discussion also raised concerns about AI. Some people worry that AI writing is too basic and lacks creativity. Others are concerned that relying too much on AI might make people less skilled at thinking and solving problems. Another issue is that AI uses a lot of energy, which can harm the environment. These are important things to consider when using AI.
Another speaker talked about how AI can help students learn. She explained that generative AI is different from older AI because it can interact more like a learning partner. AI can make learning more personal, help students understand things better, and handle simple tasks. But she also warned about problems like false information, unfair bias, and cheating in school. She told students to think carefully about when to use AI and to make sure it helps them learn instead of doing all the thinking for them.
Overall, the lecture encouraged students to explore AI while being aware of its effects on work, learning, and society. The key message was to use technology wisely and think about its long-term impact.
In the lecture of week 8,Dr talked about social annotation and how it helps people read and write together. He explained that annotation is not just about adding notes to books but can be seen everywhere in the world, like on signs, walls, and even coffee cups. He also mentioned how annotation has been used for a long time, even in old books, and how it helps people learn and share ideas. It was interesting to see how social annotation can make reading more interactive and meaningful.
He also discussed different tools like Hypothesis, which allows students to read and comment on texts together online. He explained that this makes learning more social because students can share their thoughts and ask questions directly on the text. He also talked about the importance of privacy and how students can choose to keep their notes private or share them with a small group. This makes annotation useful for both personal learning and group discussions.
This lecture made me think about how I read and interact with texts. I usually read by myself and don’t write many notes, but I now see that adding comments and discussing with others can help me understand things better. It also makes reading more engaging because I can see different perspectives.
Me and my partner in this project Tobin Woodworth are working on a project about AI in education. We want to understand if AI is good or bad for learning.
What is AI in Education?
AI (Artificial Intelligence) is technology that helps computers think and learn like humans. In schools, AI is used in many ways, like helping students with homework, grading tests, and even tutoring. Some schools use AI chatbots that answer student questions, while others use AI programs to help with writing and math. AI can make learning faster and easier, but some people worry that students might rely on it too much instead of thinking for themselves.
Is AI Good or Bad for Learning?
AI in education has both good and bad sides. One good thing is that AI can help students learn at their own pace. If a student doesn’t understand something, AI can explain it again in a different way. AI can also save teachers time by grading work quickly. However, some people worry that students might use AI to cheat instead of learning. Another problem is privacy—some AI tools collect student data, and people wonder if that is safe. AI should be used carefully so that it helps students learn, not replace real learning.
How is AI Used in Schools?
Schools use AI in different ways. Some AI tools help students practice subjects like math, reading, and writing. AI can also check grammar and spelling in essays. Some schools use AI chatbots to answer student questions anytime. AI can even give teachers advice on how to help students do better. But AI is not perfect—it can make mistakes, and it cannot replace real teachers. AI should be used as a tool, not as a teacher.
My Experience with AI in Education
Me and Tobin are learning about AI in education for our project. We have read articles and watched videos to see how AI is used in schools. We found that AI can help students a lot, but it also has problems. Some students like using AI for homework, but teachers worry about cheating. Privacy is also a big issue because AI collects student data. We think AI is useful, but it should be used the right way to help students learn better.
In week 5 we had a lecture with Dr. that helped me understand more about copyright and how to use content the right way. She explained that anything we create – like writing, music, or art – automatically belongs to us. We don’t need to do anything special to claim it, but we should decide how others can use it.
She also talked about how we should be careful when using other people’s work. Just because something is on the internet doesn’t mean we can use it for free. In Canada, we follow “fair dealing,” which allows small parts of content to be used for education, but we still need to give credit to the creator.
Another important lesson was the difference between “public domain” and “publicly accessible.” Just because we can see something online doesn’t mean it’s free to use.
Overall, this lecture showed why it’s important to respect copyright rules. It helps us stay out of trouble and also shows respect for other people’s work.
Reflection on Open Licensing and Open Educational Resources
This lecture with .. from Creative Commons helped explain why open education and sharing knowledge is so important. He talked about how Creative Commons allows people to share their work legally while still keeping ownership. This means students, teachers, and researchers can use and improve educational materials without breaking copyright rules.
One big takeaway was how expensive textbooks and learning resources can be. Many students struggle to afford them, and open educational resources (OER) can help solve this problem. These are free and openly licensed materials that anyone can use, change, and share.
The CLE B007 lecture with .. on week 3 was about a way of learning called inquiry-based learning. This helps students explore topics they are curious about. It encourages asking questions, thinking in different ways, and solving problems. Some students find it hard to think of questions because they worry their ideas are not good enough. The important thing is to follow what interests you.
Inquiry-based learning is open-ended but still needs some structure. Tools like Gantt charts can help students stay organized. Unlike regular school, which follows a strict plan, this type of learning lets students learn at their own speed and focus on what they like. Mistakes are part of learning, so students should focus on trying new things instead of being perfect. Working with classmates, teachers, and even experts outside of school can also help.
.. talk was about misinformation and how to spot false information online. He introduced the SIFT method, which helps people check if something is true. The first step, Stop, means pausing and thinking about whether the information is what you believe it is. Investigate the Source means checking who made the information and if they are trustworthy. Find Better Coverage means looking at other sources before believing something. Trace the Original Context means making sure that information has not been changed or taken out of context.
In conclusion, both inquiry-based learning and digital literacy are important. Thinking critically, checking facts, and making sure information is real are useful skills for school and everyday life.
Reflection on BC Post-Secondary Digital Literacy Framework & ISTE Standards
My reflection is for week 4, I learned about the BC Post-Secondary Digital Literacy Framework and the ISTE Standards for Students, which basically highlight why digital literacy is so important in school and beyond. It’s not just about knowing how to use technology but understanding how to use it responsibly.
What I Took Away from the BC Digital Literacy Framework:
It’s all about developing critical thinking, ethical responsibility, and digital communication skills.
It made me think more about staying safe online, like protecting my personal info and being aware of my digital footprint.
What I Took Away from the ISTE Standards:
Puts a big focus on being an empowered learner, meaning I should use technology to help me grow and not just as a distraction.
Digital citizenship is a huge deal – basically, knowing how to be responsible and respectful online.
Highlights collaboration and communication, which is key since so much of life (and work) happens online now.
My Reflection:
This made me realize how much I rely on technology every single day, whether for school, socializing, or entertainment. It’s everywhere, so I should probably be more aware of how I use it.
I need to be more careful about fact-checking information instead of just believing whatever I see online.
I also want to get better at using digital tools creatively, instead of just passively scrolling through content.
Overall, this really showed me that tech is more than just a tool – it’s something that shapes the way we learn, work, and interact. The better I get at using it responsibly, the more it will help me in the long run.
