Artificial intelligence (AI) looms over education like a contemporary Icarus, its potential to soar matched only by the risk of an unchecked and uncontrollable descent. As this technological Daedalus crafts wings of code and algorithms, institutions such as the ill-fated Los Angeles Unified School District (LAUSD) initiative, Morehouse College, and the University of Michigan have taken flight, their AI initiatives representing ambitious attempts to be game changers for student learning. However, much like Icarus of Greek mythology, their endeavors risk flying too close to the sun of technological promise, with the possibility of their wings of innovation melting under the heat of practical realities.
“He [Minos] may thwart our escape by land or sea but the sky is surely open to us: we will go that way: Minos rules everything but he does not rule the heavens’.”
Ovid, VIII.183
The Icarus myth serves as a poignant allegory for the current AI frenzy in education. Just as Daedalus warned his son against flying too high or too low, institutions, administrators, regulators, and educators today face the challenge of finding the right altitude for AI implementation. The hubris that led Icarus to ignore his father’s advice mirrors the often unchecked and sometimes naive enthusiasm for AI in education – a zeal that can overshadow common sense considerations.
LAUSD’s Big “Ed” and the Gartner Hype Cycle
All three institutions introduced AI tools designed to enhance student learning and support educators, reflecting broader trends in the use of technology in education. However, the LAUSD $6 million AI chatbot fiasco is a stark reminder that the path to innovation is often fraught with challenges. As we stand at the crossroads of technological advancement and massive educational changes, it’s crucial to examine the trajectory of AI in education through the lens of the Gartner Hype Cycle and draw lessons from historical parallels.
Specifically, the shutdown of the AI chatbot “Ed,” intended to become a student and parent friend, a mere five months after the freefall of the now defunct vendor AllHere underscores the perils of overreaching with new technology. Despite initial praise as a game-changing educational tool, the project collapsed due to the financial downfall of AllHere. This failure, much like Icarus’ disastrous flight too close to the sun, highlights the consequences of unchecked ambition in technological innovation. The author believes that the LAUSD scenario resembles the “Peak of Inflated Expectations” phase in the Gartner Hype Cycle. During this phase, early publicity produces a number of success stories, often accompanied soon thereafter by scores of failures. The LAUSD’s experience with “Ed” exemplifies how initial overexcitement (or fear of missing out – FOMO), lack of testing and intentional iteration, together with media interest can overshadow the practical challenges of implementing multifaceted new technologies in complex educational environments.
Historical Echoes: When Innovation Meets Reality
The current AI hype in education is not without precedent. Throughout history, various technological innovations have promised to revolutionize education, only to face significant challenges in implementation and adoption. One example is the introduction of personal computers in the 1980s,which sparked a wave of educational optimism. The U.S. Office of Technology Assessment reported in 1988 that schools were acquiring computers at a rapid pace, with the number of students per computer dropping from 125 in 1983 to 30 in 1988 (U.S. Congress, Office of Technology Assessment, 1988). Yet, the report pointedly states:
“…it is important to point out that questions of performance and productivity are much more easily asked than answered, in part because the near-term effects of educational technologies are not necessarily the same as the vision of what these technologies might achieve in the long run.”
U.S. Congress, Office of Technology Assessment, 1988, p. 42
In hindsight, the mere presence of computers in schools did not automatically lead to improved learning outcomes. Issues such as inadequate teacher training, lack of quality educational software, and the challenge of integrating technology into existing curricula hindered the realization of computer technology’s full potential for more than a decade.
Imagining Future Uses of AI Assistants in Education
As AI becomes more integrated into educational systems, one can imagine several specific applications:
- Virtual Tutoring: AI could serve as on-demand tutors, providing instant help with subjects where students need additional support.
- Custom Learning Paths: AI will one day create personalized learning journeys for each student, adapting lessons in real time based on progress and learning style.
- AI-Driven Collaborative Learning Platforms: AI might facilitate collaborative learning by pairing students with complementary strengths and weaknesses. These platforms could use AI to form study groups or project teams that maximize the potential for peer learning.
- Automated Grading and Feedback: AI systems can assist in grading assignments and providing personalized feedback to students. This would be especially useful for large classes, where manual grading can be time-consuming. AI could handle objective assessments (like multiple-choice quizzes) and even provide preliminary feedback on written assignments.
- Automated Attendance Tracking: AI systems can automatically track student attendance using various methods such as facial recognition, RFID (Radio-Frequency Identification), or biometric data like fingerprints. These systems can quickly and accurately mark students as present or absent. Danar Mustafa’s report on How China is using AI in education -Challenges and Opportunities and Don Lee of the Los Angeles in Times Chinese school used AI to monitor students lay out less palatable approaches to AI integration.
Balancing Innovation and Caution in the Wake of Icarian Ambition
The LAUSD chatbot failure, much like Icarus plummeting into the sea, may signal the dawn to Gartner’s “Trough of Disillusionment.” This modern Icarian tale serves as a potent reminder that technological ambition, when unchecked by practical considerations, can lead to spectacular falls. The parallels with previous technological revolutions in education are striking. Similar to how the mere introduction of computers in schools did not automatically enhance learning outcomes, the incorporation of AI alone does not ensure educational transformation. The issues that hindered the realization of computers’ full potential – such as inadequate teacher training, lack of quality software, and challenges in curriculum integration – echo ominously in current AI endeavors.
This article was produced by Dr. Jasmin (Bey) Cowin, Associate Professor and U.S. Department of State English Language Specialist (2024). As a Columnist for Stankevicius she writes on Nicomachean Ethics – Insights at the Intersection of AI and Education. Get in touch via LinkedIn.
