Rebecca Winthrop

I am a big fan of technology. I’ve blissfully given over my spatial reasoning to Google Maps. I use artificial intelligence to chase down articles, do research, fix my grammar mistakes and whip up last-minute school-night recipes. But I’ve recently drawn a sharp line in the sand: no AI for writing. I’m not talking about expense reports or routine emails. I mean actual writing, and the creative brainstorming that precedes it to explore different perspectives or develop novel insights.

Since the debut of ChatGPT and with the public’s growing familiarity with generative artificial intelligence (AI), the education community has been debating its promises and perils.

The world needs to urgently rethink the way education is done, how it is delivered, and what skills children will need in a digital age to become healthy and productive members of society. The case can be made that children are not learning the skills they need, at least in part because the conventional approaches to delivering education are not effective for fostering breadth of skills.

One central aspect of this debate is how best to apply technology to learning and practice. Increased connectivity is changing how knowledge is transmitted. Libraries are being digitized. Classes and course materials once accessible only to the rich or well-connected are now within reach via a smartphone. Yet in schools, technology has largely failed to systematically transform the teaching and learning environment. While low-cost devices like mobile phones have reached many, today almost 2 billion people remain untouched by digital technology, making it clear that connectivity is neither a panacea for solving the global learning challenge, nor should it be a top education priority.