Artificial intelligence requires human-led thinking

Picture this. A teacher creates an assignment using AI. There is a provocation generated by a prompt, followed by vague parameters and a generic rubric. The AI-generated emojis are left in, and the task and success criteria are not connected to the passion, interests or soul of the child.

Subsequently, the child responds using AI. The thinking and language are clearly not their own and there has been no transformative or profound educative experience to stir cognitive dissonance. The child has not been asked, or better yet invited, to engage in sophisticated thinking and work that matters to them. That matters to community.

When the child uses AI, it’s considered “cheating.”

So here we are. An opportunity lost because we are not thinking deeply about the impact of AI on our species.

Well, we think about it. A lot.

As Grade 6 students at École Laura Secord School, we are seeing the first-hand effects of AI in schools.

AI reduces student and teacher interaction, which is a fundamental part of learning. We believe that student-teacher interaction builds relationships, allowing students to ask questions concerning what the teacher has assigned. When students and teachers interact, it stimulates learning and creates a better learning environment.

We think that teachers need to deeply understand what they assign and teach to best help students to learn and assess students’ work.

For a functional classroom, teachers and students also need to have an understanding of each other. AI prevents this bonding experience, which is crucial in a healthy classroom environment. In our opinion, teachers who don’t want to interact with students shouldn’t be teachers. Humans are meant to interact and connect with others.

We can imagine a dystopian classroom where AI teaches the students from a screen. In our opinion, the students wouldn’t listen or care because the teacher isn’t actually there. We already see this with the advent of Alpha Schools in Ontario — AI-driven private schools.

In this reality, students’ feelings are neglected, they feel unmotivated and ultimately, they won’t want to go to school. This is the result of a lack of connection between the teacher and students. Public schools are founded on relationships, deep thinking and inclusion — much like democracy. AI has the potential to erode all three pillars.

Overall, AI can be beneficial in some ways in schools, but the negatives often outweigh the positives. In our opinion, the relationship built between teachers and students is one of the most important things in school. We need to be very careful to make sure AI does not take away these connections. Our school is full of great teachers who understand and care about their students. We can’t imagine a positive school experience without that relationship.

People in power and previous generations were supposed to take care of and prepare the world for our generation and the future.

Our fears about AI replacing humanity are valid and we were supposed to be protected. Let’s hope that people in power don’t repeat their mistakes with past technology when it comes to AI. At the very least, we need teachers, administrators and superintendents to think deeply about the impacts of AI on our academic growth, mental health and futures.

Ultimately, we need school systems, governments and every adult to be engaged in a conversation with all children. People in power are in the position to change the course of our trajectory. Our generation, our animals, our environment and our futures are counting on you.

We strongly believe that we need to work together to create a society founded on deep thinking that is human-led and hopeful.

Room 309 at École Laura Secord School (Yael, Ada, Henry, Bryson, Sigrid, Sol, Rhys, Asher, Adelaide, Juliet, Nadal, Ogbeide, Mateo, Lucy, Avea, Jackson, Miel, Stella, Oscar, Coen, Robby), Allie Skwarchuk, teacher, and Matt Henderson, Winnipeg School Division superintendent.