It is this I wholeheartedly commend this lucid and base of knowledge that allows me to ask the right thought-provoking report to anyone with a questions, interpret the answers, and yes, even stake in the future of education: policymakers, spot the occasional bit of AI-generated nonsense. [...] It is the affordances of objects and processes to satisfy our drives and motivations that provide the ground of meaning for human language.17 Gibson provides an informative example of what affordance means in the context of embodied organisms: If a terrestrial surface is nearly horizontal (instead of slanted), nearly flat (instead of convex or concave), and sufficiently extended (relative to the s. [...] 14 WELCOME TO THE MACHINE CHAPTER 4 Current thinking on the uses of generative AI in education Consideration of the implications of generative a potential function of AI is to teach students to AI for education is in its infancy. [...] Several correct in their respective views on the potential participants in the EdTech webinar made impact of AI on content creation and teaching suggestions for using AI in ways that would practice, the caveats that apply to the use of risk undermining the learning of foundational calculators for arithmetic also apply to using AI. [...] THE NEW ZEALAND INITIATIVE 23 CHAPTER 6 A concluding principle An important principle for the application of any The valid role of AI in education is the same technology to education – including AI – is to as that of any technology: It should be used ensure that students have mastered, to the point to enhance, rather than replace, disciplinary of cognitive automaticity, any knowledge and learning.
- Pages
- 32
- Published in
- New Zealand
Table of Contents
- Michael Johnston Foreword by Oliver Hartwich 1
- Contents 5
- Foreword 6
- Executive Summary 7
- CHAPTER 1 8
- Introduction 8
- CHAPTER 2 10
- Generative AI and human cognition 10
- 2.1 Computational architecture 10
- 2.2 Differences between human language and large language models 12
- CHAPTER 3 14
- AI as a support for learning 14
- 3.1 Working memory 14
- 3.2 Strategic and automatic cognition 15
- 3.3 The acquisition of biologically secondary knowledge 15
- CHAPTER 4 17
- Current thinking on the uses of generative AI in education 17
- Khanmigo 17
- 4.1 EdTech webinar 17
- 4.2 Khanmigo 20
- The Great Gatsby 21
- CHAPTER 5 22
- AI as a support for teaching 22
- 5.1 Formative feedback 22
- 5.2 Assessment and evaluation 23
- 5.3 Credentialling 25
- CHAPTER 6 26
- A concluding principle 26
- Endnotes 27
- Bibliography 29
