AI in Education:
Big Opportunities, Big Problems
Memorie Reesman
Principal, Seckinger High School, Gwinnett County School District
Memorie Reesman, a dedicated educator with over three decades of experience, serves as the first-ever Principal of Seckinger High School, the nation’s first AI-focused high school, launched in August 2022. Since joining Gwinnett County Public Schools in 1992, Reesman has worn many hats, teaching various subjects, coordinating technology in different middle schools, and earning the Teacher of the Year Award in 2003. She also served as an assistant and associate principal at Norcross High School and led Jones Middle as Principal before her current appointment. A proud graduate of Florida State University, Brenau University, and Lincoln Memorial University, Reesman now uses her extensive knowledge to guide Seckinger High School as a global pioneer in AI education. Under her leadership, students gain practical skills in programming, data science, mathematical reasoning, creative problem-solving, ethics, and applied experiences, thus preparing them for a future-ready landscape. Seckinger also is the first school in Georgia to offer AI courses.
Computer-based intelligence-fueled learning stages address the subsequent stage in the advancement of advanced training, offering growth opportunities that are customized, connecting with, and extensive.
As we stand at the beginning of another period in training, the time has come to reconsider the adequacy of the ongoing shrewd study hall innovation. The conventional brilliant homeroom once hailed as a harbinger of progress, presently seems obsolete even with quick innovative headways.
The Coronavirus pandemic has upset the conventional school system, constraining instructors and understudies to adjust to web-based learning. While many at first trusted this shift to be a transitory arrangement, it has become progressively evident that it is a suitable, long-haul way to deal with training. With understudies and instructors turning out to be more alright with internet learning stages, the idea of mixed realizing, which joins customary study hall encounters with web-based learning, is turning out to be more applicable than at any other time in recent memory.
Mixed learning offers a few benefits over conventional homeroom getting the hang of, including adaptability, expanded understudy commitment, and customized learning. In any case, study halls should be outfitted with the right innovation and apparatuses to understand their potential completely. Most existing brilliant homerooms are unprepared to help mixed learning or outfit the maximum capacity of simulated intelligence advancements.
Missing the mark
One of the basic constraints is the dependence on pre-customized content and the absence of personalization. This one-size-fits-all approach frequently neglects to address the assorted necessities of individual understudies and can leave numerous understudies battling to keep up, while others might view as the substance excessively simple, bringing about weariness and withdrawal. Computer-based intelligence-fueled stages like ChatGPT, while great in their capacity to comprehend and create human-like text, are not explicitly intended for instructive purposes and miss the mark about offering custom-fitted growth opportunities.
To defeat these limits, we want another age of computer-based intelligence-driven learning stages, meticulously designed to take special care of the one-of-a-kind requirements of understudies. These ought to be fit for offering customized direction, adjusting to every understudy's learning style, speed, and foundation. By flawlessly coordinating the study hall with the after-homeroom space, they can convey an associated growth opportunity that is steady, captivating, and powerful.
Overcoming any issues
With computer-based intelligence likewise dramatically expanding the proficiency of educators and showing philosophies, these stages mean to give instructive open doors to understudies of any age and foundation. They can likewise furnish educators with admittance to elite substance and assets. Via computerizing routine errands like evaluating, information investigation, and criticism arrangement, man-made intelligence saves instructors' time, permitting them to zero in on additional undeniable level undertakings like mentorship, direction, and backing.
Additionally, man-made intelligence-driven stages can flawlessly coordinate with mixed learning draws near. They can overcome any barrier among on the web and in-person getting the hang, offering understudies the best-case scenario. Understudies can get to course materials, team up with peers, and get customized input from their educators, independent of their actual area. This mix can make schooling more open, connecting with, and compelling in the post-pandemic world.
The eventual fate of schooling lies in embracing and fostering these new advancements. The opportunity has arrived to reconsider instruction, and the transformation begins now.
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