At the turn of the century, educational technology initiatives put laptop keyboards at the fingertips of U.S. schoolchildren. Now, 25 years later, the next generation of students have turned to AI—and education experts warn unrestricted use of the technology could atrophy critical thinking skills.
While access to AI chatbots makes homework as easy as plugging a question into one’s phone, the frictionless retrieval of information using AI has raised concerns among educators: Rather than aid in learning, could AI actually hinder the process?
“The cognitive offloading, and the cognitive decline that’s associated with that, the decline in critical thinking, and just even reading and writing and knowledge of basic facts—I absolutely believe that,” to be the case, Mary Burns, an education consultant and co-author of the Brookings Institute study, told Fortune.
“Kids would be very good so long as they were using the tool, but as soon as they went off the tool, they couldn’t do it anymore,” Horvath said.
Burns, the education consultant, said AI was, in some ways, a natural extension of the argument tech companies have made about the need for computers in school, which is that students are able to learn at their own pace, or seek out information of interest to them to initiate their own learning.
“[Tech] companies keep talking about, AI is personalizing learning,” she said. “I don’t think it’s personalizing learning. I think it’s individualizing learning. There’s a difference there, and that’s kind of a classic carryover from educational technology.”
According to Horvath, student AI use is not conducive to learning because it mirrors the failures of the 20th century “teaching machines.” Students’ learning was individualized—they answered questions from the device at their own pace and independently from other students—but were unable to synthesize knowledge taught outside the device. Similarly, Horvath said, giving AI to students without clear instructions or parameters teaches students how to rely on the device, not their own critical thinking.
“The tools experts use to make their lives easier are not the tools children should use to learn how to become experts,” Horvath said. “When you use offloading tools that experts use to make their lives easier as a novice, as a student, you don’t learn the skill. You simply learn dependency.”
Burns—a proponent of EdTech—said it’s futile to eschew the technology altogether. The Brookings Institute study found that despite educators having real fear that students will use AI to cheat, teachers are using AI to create lesson plans. Data on AI in the classroom is limited, but there are benefits, she added. For English language learners, for example, teachers can use AI to alter the lexile level of a reading passage.
“To say that technologies are a failure is not true,” Burns said. “To say technology is a mixed bag is true.”
