Innovation or not?

I have had a fair few people say how ‘interesting’ it is when Leon and I disagree, challenge each other, so here is a biggie for all you in #aieducation.

This post: https://www.dhirubhai.net/posts/leonfurze_ultimate-distraction-why-this-top-sydney-activity-7197741890606161920-5bQv?utm_source=share&utm_medium=member_desktop and the original post by Dr Mark Williams and the newspaper piece (which laughingly I cant read because I don’t subscribe) are severely flawed and heavily biased.Both overlook the nuanced role technology can and should play in contemporary learning. How?

1. ?Overgeneralisation of technology's negative impact – They focus on negative impacts of technology such as distractions and mental health issues without adequately considering the potential benefits. Technology such as #generativeai, when used appropriately, can enhance learning experiences, engage learners, take them to ‘places’ (virtually) and prepare students for a digital enhanced future. Who thinks for a moment the vast majority of these students are not going to want or need to be able to function well in such a future. Research shows that technology can support diverse learning styles, increase student engagement, and provide access to a wealth of resources not available through traditional methods. Generative AI adds a whole new layer of these.
2. Dismissal of AI literacy - The post expresses concerns about teaching AI literacy from a young age, demanding proof of its benefits. How exactly do we get that out there when the thing we have now is only 18 months old, changes dramatically every week, is not exactly high on PD agendas in primary sectors and is still banned in so many place? Furthermore, this perspective might underestimate the importance of early exposure to digital literacy in a world increasingly dominated by technology. Early education on AI and digital tools can equip students with critical skills needed for future careers and responsible digital citizenship. Come and have a look at Scotch College Adelaide and you will see how important work is done at these early ages and why.
3. Classroom management and technology - While handwritten notes may make classroom management easier, this goes back to the classic, “let’s make it easier for the teacher”. Is it really about what is best for the students? And if, as some are, we are aspiring to the point where digital tools can offer real-time feedback and assessments, advice, personal assistance, all of which can be invaluable for teachers in managing and supporting student learning, then how does that work?
4. Ignoring differentiation and inclusion - Both pieces overlook how technology can support differentiated instruction and inclusion. For students with learning disabilities or different learning needs, technology can provide accessible and customisable learning experiences and learning aides. Both authors of these posts surely know that. I wonder how the students at that school with writing issues or other learning needs that will impact on their way of doing things cope or are catered for.
5. Resistance to pedagogical innovation - The resistance to integrating technology and AI into education/schools can stifle pedagogical innovation. The spin-offs as many are calling for, relates to focusing on critical thinking, creativity, and problem-solving skills, arguably essential for all students. I wonder if that is going on at this school or is that time given over to Latin? Also, such viewpoints only play into the hands of the laggards who want all this to go away. I and Leon witness this in sessions we do, regularly.
6. Preparing for the NOW – Where is there an appreciation of the importance of preparing students for a what is happening now in industries across the world, in functioning society? Proficiency in digital tools and understanding workflows, how to best function with and without AI/digital tools is essential By limiting exposure to technology, students' preparedness is exactly what?
7. Fostering digital responsibility - Exposure to AI/technology in a controlled, educational setting can and should teach students responsible and ethical use of digital tools. What sort of education is being provided in respect of these issues when that is not there?

?All in all, both posts are, in my view, overly simplistic. They fail to recognise the comprehensive role technology can and should play in education of all young people. A balanced approach that thoughtfully integrates technology, supports diverse learning needs, and prepares students for a digital reality is essential. Rather than viewing technology as inherently detrimental, educators should focus on leveraging it to enhance learning outcomes, foster innovation, and prepare students for the complexities of the modern world. However, the focus needs to be on actually doing something about the significant disruption to archaic systems and practices in place not worrying about whether it is effective or not. One of these options speaks to innovation, the other does not.

Does Australia want to consider its education provision to be innovative or not?