Pedagogical Implications of Artificial Intelligence In Classrooms – Part 2

Pedagogical Implications of Artificial Intelligence In Classrooms – Part 2


 

G. BALASUBRAMANIAN

G. Balasubramanian is a doyen of school education in India. He has held several positions of leadership at CBSE, including Director Academics. He was the brain behind the introduction of several innovations at CBSE, which included frontline curriculum, Communicative Approach to Language Teaching, Information Technology, Alternatives to Homework, etc. He is also an author, poet and a sought-after speaker at educational conferences world over.

 


With Arti­ficial Intelligence (AI) opening up its score in classroom, teachers might have to rewire their brain mechanisms that deal with classroom pedagogy and interactive presentations of the content.
Continued from August 2019 edition…
Classrooms might have different learning layers
As perceptions to learning would vary from one child to another, (though it exists even now to a limited extent) there will be different learning layers in the classroom. While the speed and levels of understanding could be better with the use of AI, it might lead to a larger number of questions from the learners on ‘why’, ‘how’ and ‘what’. With larger visual inputs impacting their learning process, their engagement with learning is likely to be more immersive and hence the urge to challenge will be enhanced. Teachers might have to look at their content to a greater depth and be willing to give better answers, acknowledge their inabilities as and when they encounter conceptual mishaps, thus leading to a researching engagement with their content. This will create several layers of learning in a cohort and might call for a fresh look at their pedagogical deliveries and their evaluation.
Extended and connected learning would increase
With new ‘avatars’ of conceptual designs, a lot of supplementary inputs to content design, content architecture and content validation would happen.
This will force the learners to seek external avenues for enrichment of their knowledge and skills. Increased desire for experimentation and seeking more information through search engines, connecting knowledge pieces for making newer meanings would challenge the routine classical patterns of classrooms. The Internet of Things, establishing huge connectivity between information systems, possibilities of integrated thinking would increase.
Indeed, teachers might have to reposition their pedagogical strategies more as a co-learner, enabler, mentor and human resource activist. School libraries would also have to take a new ‘avatar’ by acting as support centres for teacher empowerment.
Need to revisit the types of lesson plans
The classical mode of preparing ‘lesson plans’ might need a holistic review. Though even now there is a large gap between the prepared lesson plans (which is done mostly to satisfy an administrative requisite), it would be very diffi­cult to position AI within the framework of the current conceptual delivery of lesson plans. Serious discussions will have to be carried out between pedagogues, and administrators to articulate an ‘acceptable model’ that will reflect effective delivery, productivity and coverage in the classrooms. Possibly more freedom to think, experiment and interact would be the impact of AI in a classroom with a spectrum of learners.
School administrators would have to be more open to experimentation
If AI is fi­tted into the existing design of pedagogical delivery, it could lead to more chaos and wastage. It is important to position AI as another evolutionary step in learning modelling. That would indeed mean more space, time and freedom to the teachers to absorb and integrate themselves to a newer level.
School heads and administrators should provide this freedom to the school community so that the challenges are minimised. Artifi­cial Intelligence in classrooms has to result in bringing a new life to classrooms facilitating empowerment of human intelligence. ‘Design Thinkers’ might ­find future quite engaging with these issues.
This article was originally published in TheTeacher.in magazine in the month of September, 2019.