The article “REFLECTION-AI” discusses the need for a cultural rethink in teaching and assessing students amid AI’s influence. It argues that the challenges presented are more about structural priorities than technology itself. Using feminist epistemology and reflexivity, the author offers practical mottos for educators looking to integrate AI constructively into their teaching practices.
The recent article titled “REFLECTION-AI: Artificial Intelligence or Algorithmic Instruction Problem?” tackles the complex relationship between AI and education, and oh boy, does it stir the pot. Set to be published in Frontiers in Communication, this research suggests that we need to reconceptualize how we think about teaching and assessing students amidst the rise of AI. The author, Do Own (Donna) Kim from the University of Illinois Chicago, delves deep into contrasting views of AI as both a promising tool and a looming threat.
Now, what’s interesting here is that Kim insists the root issue isn’t the technology itself but rather the cultural norms tied to education that may be outdated. It’s not just about AI creating a barrier; it’s about how traditional teaching methods—like a dogged insistence on formulaic assignments—may be breaking down creativity. By identifying the “algorithmic instruction” issue, Kim argues for solutions that actually change how we think about teaching, moving beyond just technology.
Drawing from her insights on student experiences during the pre-AI era in Korea, Kim shows that the AI debate shouldn’t be mired in moral quandaries about tech. Instead, she emphasizes a need for structural and cultural shifts. By rethinking how education is structured, it may just flip the narrative from a “problematic tool” to a chance for transformative change.
What can educators do? Kim suggests using lessons from feminist epistemology, specifically the idea of situated knowledges and reflexivity, as a springboard. She presents four practical mottos to help guide educators: 1) Building from positionality and reflexivity; 2) Moving from mere memorization to storytelling; 3) Transitioning from an “I” focus to a “beyond-I” approach; and 4) Shifting evaluation to celebration of learning. It’s like asking educators to become more than just assessors—become cheerleaders for their students.
Furthermore, Kim shares her own teaching experiences as a lens to illustrate how these mottos might come to life in the classroom. The article suggests that we might need a “sustainable (re-)imagining” of how AI fits into the educational landscape. This essentially pushes for a creative reinvention of current practices, allowing both educators and learners to breathe new life into the relationship with technology in learning.
So, this perspective article is much more than just an academic exercise. It’s a clarion call for educators to embrace the changes AI brings—both the good and the challenging—by understanding the cultural backgrounds that shape education.
In summary, Kim’s piece urges a significant overhaul in how we view AI within educational contexts. Rather than seeing AI purely as a disruptor, it encourages a broader cultural shift towards more relational, reflexive teaching methods. By focusing on these themes, educators can harness AI’s potential, shifting from traditional evaluation systems to a framework that celebrates innovation and storytelling. The future of teaching could be more dynamic, inclusive, and meaningful with such rethinking in place.
Original Source: www.frontiersin.org
