Chalkboards and What They Can Teach Us About Generative AI

🌈 Abstract

The article discusses the author's thoughts on using generative AI in education, drawing parallels between the use of chalkboards and the values they embody. The author suggests that as educators, we should consider the values and pedagogical approaches implicit in the technologies we use, including generative AI tools, and how they align with our own educational values.

🙋 Q&A

[01] The author's approach to generative AI

1. What are the author's views on the use of generative AI in education?

• The author has been intrigued by generative AI tools and has enjoyed experimenting with them, but has never fully bought the arguments that "generative AI is going to revolutionize education."
• The author believes we should treat generative AI as a catalyst for reimagining and reinvigorating our teaching and learning ecosystems, rather than growing cynical about it.

2. How does the author suggest we approach the use of generative AI in our classrooms?

• The author suggests we should focus on the educational values embedded in the generative AI tools we're considering, and whether those values align with our own.
• The author encourages us to articulate our educational values and use that as a lens to evaluate the use of generative AI in our teaching.

[02] Chalkboards as a metaphor for educational values

1. What insights does the author draw from the use of chalkboards in mathematics education?

• Chalkboards embody a cultural history of mathematical education, are dependable, and encourage the slow development of ideas.
• Chalkboards create space for flexibility and serendipity, and invite collaboration as anyone in the classroom can come to the board.
• The features of chalkboards indicate what we value in the classroom, such as whether we prioritize covering content or understanding and wrestling with questions.

2. How does the author suggest we apply the lessons from chalkboards to our consideration of generative AI?

• The author suggests we should spend time considering and articulating our educational values, and then evaluate whether the values embedded in generative AI tools align with our own.
• The author cautions against repeating the mistake of the MOOC era, where the focus was on making content more widely available rather than creating the right environment and culture for learning.

[03] Charting a path forward with generative AI

1. What does the author recommend as a first step in engaging with generative AI in our classrooms?

• The author suggests that talking to our students and colleagues about these tools may be a good first step for charting a path toward engaging with generative AI this fall.

2. What other resources does the author mention that relate to this topic?

• The author mentions a piece by Rob Haisfield that tackles a parallel train of thought.
• The author also suggests that a post from on Notes about alternative storytelling prompts could be an interesting prompt.