Everywhere I look, and every article I read seems to promise that AI will save or destroy the world. Let’s hope that, for our sake, it is the former. In educational circles, the promise of AI is compelling. Tools like adaptive learning platforms, AI tutors, and automated grading systems are projected to make learning more interactive and personalised. On the other end of the spectrum, LLMs (large language models) can also churn out the best essays and presentations a school-aged child has ever produced. So, how do we square these two circles – the promise versus the peril of AI in education?
Teaching the responsible use of AI is all the rage now. Did I just hear a collective yawn? Do we really think there is any way back once students realise that ChatGPT can do their homework for them? Why don’t we just give the students the answers to the test but ask them to ignore those answers and write their own?
Various technologies, including AI, claim to offer tailored educational experiences adapted to individual learning preferences and provide real-time feedback. However, evidence suggests that the reality is more complex. According to a 2019 study by the OECD, there is no significant correlation between heavy use of technology in classrooms and improved student performance. Wait for it… someone reading this said to themselves, yeah, but that was before OpenAI – everything is different now. But, is it? Maybe, but let’s dive into that in a minute, first, let’s establish facts: Countries that invested heavily in educational technology (remember the 1:1 laptop scheme in Australia?), including AI, did not show substantial gains in reading, mathematics, or science outcomes compared to those that invested less (OECD, 2019); therefore, investment in technology does not equal improved outcomes.
Looking back at past technological advancements, we see a pattern of overestimation. For instance, the introduction of television and film into classrooms in the mid-20th century was heralded as a revolution in education. Yet, despite their potential, these tools did not transform education as dramatically as anticipated. Similarly, the advent of personal computers in the 1980s and 1990s brought high hopes for educational reform, but these hopes were never fully realised. Did they change education… of course they did. But did we get any improvements? While technology offers valuable resources, it does not automatically translate into improved educational outcomes (engagement, academic, personal, emotional, and social). The current hype around AI follows a similar trajectory, with lofty promises that may not live up to their full potential.
Back to the Future: Paper!
Despite the downtrend, paper-based learning remains a powerful tool in education. Research supports the notion that students who take notes by hand rather than on laptops or tablets tend to process information more deeply. Study after study (e.g., Umejima et al., 2021) finds that students who take notes by hand demonstrate better understanding and retention of material than those who type their notes. The physical act of writing helps to reinforce memory and comprehension, facilitating a more engaged and focused learning experience.
Moreover, paper-based learning reduces distractions. While digital devices offer numerous educational apps and resources, they also provide easy access to social media, games, and other non-educational content. This often leads to divided attention and reduced learning efficiency. By contrast, paper-based materials may create a more focused environment where students can engage with content without the constant lure of digital distractions.
This is not to say that AI and other technologies should be entirely removed from the classroom, although I think that idea has merit. Instead, they should be viewed as supplementary tools rather than replacements for good teaching. Technology can be incredibly useful for providing additional resources, offering educational videos that enhance understanding of complex topics, teaching students how to use technology, and personalised tutoring (Kahnmigo). However, these should complement, not replace, core learning activities that benefit from a more tactile and less distracted approach.
Everything in moderation is a mantra for the use of technology in schools. Too much of anything isn’t good for us, and when it comes to technology and screen time, we know this is severely out of balance for most children and adolescents. Education systems should strive for a balanced approach. Teachers and administrators should critically evaluate when and how to use technology to ensure they genuinely enhance learning rather than detract from it. Emphasising paper-based learning methods can help maintain this balance, ensuring students develop strong cognitive skills and remain more engaged with their education. Jonathon Haidt uses a great example in an interview when he says that giving students a smartphone or laptop in class is akin to a student in the 1980s bringing their TV, VCR, and Atari system to their class and then trying to pay attention to the teacher. It is absurd that we think we can keep the attention and engagement of students while they have every imaginable distraction open in front of them.
The allure of technology in education is strong, yet we must recognise its limitations. In 1922, Thomas Edison said that the Motion Picture would revolutionise the educational system. Since then, every new technology from radio to television and CD-ROMs (if you’re under 35, you may need to look that one up) has been poised to revolutionise education. However, these pale compared to the advent of the personal computer in the 1980s and then the internet in the 2000s, which were expected to transform the educational system. Now, we have the next wave – AI – which again dominates our discourse and the promise of which is nothing short of miraculous. I have no doubt that AI is here to stay and will change how many jobs and tasks are completed, but I’m just as certain that learning and teaching in the classroom will continue to be a relational construct between human teachers and learners. If this relational construct continues to be mediated through a screen, we will continue to see plateauing or decreases in educational standards and attainment. Reassessing the role of technology and re-embracing paper-based learning can create a more effective and balanced educational environment. It’s time to put aside the notion that more technology is inherently better and focus on what truly enhances student engagement and achievement – relationships! Only then will we maximise student potential.
Maximising Student Potential 