Week 7 Article Reflections (February 26th)

The sun is shining!! Hi everyone, I hope you have been able to enjoy some "nice" weather wherever you are. I am very grateful for 60-degree weather this week after what felt like a never-ending winter the last few weeks 😁 Enjoy my thoughts from this week below!

Article 1: Generative Artificial Intelligence in education: What are the opportunities and challenges?

Stefania Giannini, UNESCO's Assistant Director-General for Education, highlights the potential of generative AI in education while emphasizing the need for thoughtful regulation. In her report, she stresses the importance of implementing checks and balances to ensure AI enhances learning without compromising quality or equity. Giannini warns that without careful integration, AI might undermine teachers' roles and the structure of traditional schooling. I completely agree with her call for checks and balances. Nowadays, even a simple Google search brings up an automatic AI response, which makes it hard for younger students to understand the need for fact-checking. This is why schools should absolutely establish clear guidelines for AI use. We’re already seeing the consequences of unclear policies — like in Massachusetts, where parents are suing a school district over their son's punishment for using AI in class. Giannini also points out the danger of diverting educational funds to unproven technology at the expense of essential learning needs. I strongly believe this is a critical point. Schools should prioritize fundamental resources and only invest in tech solutions that are thoroughly vetted and shown to genuinely enhance student outcomes.

Article 2: Smart Education Strategies for Teaching and Learning: Critical Analytical Framework and Case Studies

Isaacs and Mishra (2022), explores how digital technology can make learning better. It looks at real-life examples from different countries to show what works and what doesn’t when it comes to using technology in schools. The authors start by explaining what smart education means and how they studied different strategies worldwide. They examined policies from ten places to see how governments are bringing technology into classrooms. The report highlights both the successes and challenges these areas face, offering valuable lessons for other schools and districts. Through the case studies, we see practical examples of how technology is helping students and teachers. But the report also warns that tech alone isn’t a magic fix. It needs to be used thoughtfully, with proper training and support for educators. Overall, the report encourages schools to carefully plan how they use technology, making sure it truly supports learning and helps all students succeed. 

Article 3: A Call to Action for Closing the Digital Access, Design, and Use Divides 2024 National Educational Technology Plan

The 2024 National Educational Technology Plan by the U.S. Department of Education highlights the persistent digital divide and offers clear recommendations for closing it. The plan identifies three main aspects of the divide: access, design, and use. Access is the most visible gap in our schools today. Not all students have reliable internet or devices at home, which limits their learning opportunities. This gap may have been shortened during the pandemic when many schools could offer students 1:1 technology for online learning; however, it still continues to be an issue of having reliable internet access at home. The plan suggests expanding broadband infrastructure, providing devices to students, and creating community partnerships to offer Wi-Fi access in underserved areas. The design divide focuses on whether technology tools are built with equity in mind. The plan encourages involving diverse educators, students, and families in the design process to ensure tools meet the needs of all learners, especially those from marginalized communities. The digital divide was the first topic in my second class this semester. We talked a lot about how this type of thinking is a more asset-based approach rather than deficit-based. The use divide addresses how technology is integrated into learning. It’s not enough to provide devices anymore. Students and teachers need training to use them effectively, as I discussed in my reflection from Giannini this week. The plan recommends ongoing professional development for teachers, digital literacy programs for students, and resources to help families support learning at home. Overall, the plan emphasizes that closing the digital divide requires a collective effort from schools, policymakers, and communities. By addressing access, design, and use together, we can create a more inclusive educational environment where every student has the opportunity to succeed! 


References:

Giannini, S. (2023, July 3). Generative Artificial Intelligence in education: Think piece. UNESCO. https://www.unesco.org/en/articles/generative-artificial-intelligence-education-think-piece-stefania-giannini​

Issacs, S., & Mishra, S. (2022). Smart education strategies for teaching and learning: Critical analytical framework and case studies. UNESCO IITE, COL & BNU. https://iite.unesco.org/wp-content/uploads/2022/09/Smart-education-strategiespublication.pdf

U.S. Department of Education. (2024). A call to action for closing the digital access, design, and use divides: 2024 National Educational Technology Plan. 


Comments

  1. This is a well-structured and insightful reflection on the role of technology and AI in education! Your ability to connect key themes across the three articles and link them to real-world implications makes this an engaging and thought-provoking read.

    Strong Points:
    Balanced Perspective on AI in Education

    Your discussion on Giannini’s call for checks and balances is spot-on. The example of Massachusetts parents suing a school district over AI use is a great real-world application that highlights the need for clear AI policies in schools. Your concerns about fact-checking and AI-generated search results are also highly relevant, especially in today’s information-heavy digital world.
    Critical Evaluation of Smart Education Strategies

    Your summary of Isaacs and Mishra’s work effectively captures both the potential and limitations of technology in education. I appreciate that you emphasize that tech is not a “magic fix”—this is such an important point! It’s refreshing to see a practical perspective that acknowledges both successes and challenges rather than presenting technology as an automatic solution.
    Deep Understanding of the Digital Divide

    Your reflection on the 2024 National Educational Technology Plan is particularly strong. You effectively explain the three divides (access, design, and use) and their ongoing impact on educational equity. I especially liked your mention of how the pandemic narrowed—but didn’t eliminate—the digital access gap. The asset-based approach discussion from your class adds an interesting perspective that shifts the narrative toward empowerment rather than limitation.

    Final Thoughts:
    Your reflection does an excellent job of weaving together multiple perspectives on technology in education. The connections between research, real-world challenges, and policy implications make this an engaging and thought-provoking post. You present a balanced, well-informed argument that acknowledges both the promise and pitfalls of AI and digital tools in education. Well done!

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  2. I really appreciated how the National Educational Technology Plan separated the types of divides that exist in technology/our schools. I think back to when my former school went 1:1 with laptops for students. We would tell families that if they didn't have wi-fi they could utilize the public library or McDonalds to complete homework assignments. It makes me sad that that was our actual advice to working parents who may not have had transportation, availability, etc. I hope that the this plan helps schools to better support ALL families with technology integration. A push for more affordable/widely available internet would be a good start for all!

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