'ChatGPT may be our wakeup call to reexamine education policy and adopt a more skeptical approach toward incorporating technology into the classroom,' writes Gaia Bernstein
Incorporating tech skepticism into the classroom is long overdue. We need to shift from maximizing technology in the classroom to a more restrictive approach. This means that not every technology, even if marketed as an educational tool, belongs in the classroom. Actions banning or restricting use of certain technologies are legitimate when they enhance the learning process.
First, a new technology should be integrated only if school districts and schools can prove that using a tool for a function traditionally taught by a human teacher would result in a superior outcome. For example, are video game quizzes to assess students better than those administered by teachers? Second, new tech needs to undergo a cost-benefit analysis. It must serve educational goals, not convenience, and be weighed against the physical, psychological harms and the risk.
Similarly, school districts and schools must assess whether technologies already used by teachers, particularly games and social networks, should be part of the school curriculum. We also need to extend this inquiry to the staples of classroom technology—the use of computers tablets and Internet access. Screen time should be restricted for all but adjusted according to age, with younger students racking up less screen time than older students.
Finally, schools’ responsibility extends beyond curriculum choices to the ways students learn to socially interact. Banning cellphones in schools is an emerging international and local trend.
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