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AI tech products at schools and universities
Every few years, an emerging technology shows up at the doorstep of schools and universities promising to transform education. The most recent? Technologies powered by generative artificial intelligence, also known as GenAI. These technologies are sold on the potential they hold for education. As optimistic as these visions of the future may be, the realities of educational technology over the past few decades have not lived up to their promises, as shown by rigorous investigations of technology after technology – from mechanical machines to computers, from mobile devices to massive open online courses.
Yet, educational technology evangelists forget, remain unaware or simply do not care. Or they may be overly optimistic that the next new technology will be different than before.
Here are four questions I believe should be answered before school officials purchase any technology that relies on AI.
1. Is there evidence that a product works?
Compelling evidence of the effect of GenAI products on educational outcomes does not yet exist. Therefore, and unfortunately, it is the consumer who carries the onus of appraising products. My recommendation is: use multiple means for assessing product effectiveness.
2. [...]
Oftentimes, there is a divide between what entrepreneurs build and educators need. For example, one shortcoming of the One Laptop Per Child program – an ambitious program that sought to put small, cheap but sturdy laptops in the hands of children from families of lesser means – is that the laptops were designed for idealized younger versions of the developers themselves, not so much the children who were actually using them.
Initiatives have been implemented in which entrepreneurs and educators work together to improve educational technology products. Some products are developed with input from students and educators. Questions to ask vendors might be: In what ways were educators and learners included? How did their input influence the final product?
3. What educational beliefs shape this product?
Educational technology is rarely neutral. It is designed by people, and people have beliefs, experiences, ideologies and biases that shape the technologies they develop.
It is important for educational technology products to rely on what educators have experienced as relevant to the students they meet in their real-life classes. Questions to ask include: What pedagogical principles guide this product? What particular learning does it support or discourage?
4. Does the product level the playing field?
Finally, people ought to ask how a product addresses educational inequities. Is this technology going to help reduce the learning gaps between different groups of learners? Or is it one that aids some learners – often those who are already successful or privileged – but not others? Is it adopting an asset-based or a deficit-based approach to addressing inequities?
Educational technology vendors and startups may not have answers to all of these questions. But they should still be asked and considered. Answers could lead to improved products.
(George Veletsianos. https://theconversation.com, 15.04.24. Adaptado)
Another very relevant reading ability to be developed in students is that of recognizing the gist of a text, or of a self-contained part of a text. A teacher’s instruction to help develop this ability would include asking the students to reread subitem 2 and provide a subtitle that both shows their understanding of the excerpt and corresponds to the way the text has been structured.
One correct subtitle would be:
Provas
Leia o texto para responder à questão.
AI tech products at schools and universities
Every few years, an emerging technology shows up at the doorstep of schools and universities promising to transform education. The most recent? Technologies powered by generative artificial intelligence, also known as GenAI. These technologies are sold on the potential they hold for education. As optimistic as these visions of the future may be, the realities of educational technology over the past few decades have not lived up to their promises, as shown by rigorous investigations of technology after technology – from mechanical machines to computers, from mobile devices to massive open online courses.
Yet, educational technology evangelists forget, remain unaware or simply do not care. Or they may be overly optimistic that the next new technology will be different than before.
Here are four questions I believe should be answered before school officials purchase any technology that relies on AI.
1. Is there evidence that a product works?
Compelling evidence of the effect of GenAI products on educational outcomes does not yet exist. Therefore, and unfortunately, it is the consumer who carries the onus of appraising products. My recommendation is: use multiple means for assessing product effectiveness.
2. [...]
Oftentimes, there is a divide between what entrepreneurs build and educators need. For example, one shortcoming of the One Laptop Per Child program – an ambitious program that sought to put small, cheap but sturdy laptops in the hands of children from families of lesser means – is that the laptops were designed for idealized younger versions of the developers themselves, not so much the children who were actually using them.
Initiatives have been implemented in which entrepreneurs and educators work together to improve educational technology products. Some products are developed with input from students and educators. Questions to ask vendors might be: In what ways were educators and learners included? How did their input influence the final product?
3. What educational beliefs shape this product?
Educational technology is rarely neutral. It is designed by people, and people have beliefs, experiences, ideologies and biases that shape the technologies they develop.
It is important for educational technology products to rely on what educators have experienced as relevant to the students they meet in their real-life classes. Questions to ask include: What pedagogical principles guide this product? What particular learning does it support or discourage?
4. Does the product level the playing field?
Finally, people ought to ask how a product addresses educational inequities. Is this technology going to help reduce the learning gaps between different groups of learners? Or is it one that aids some learners – often those who are already successful or privileged – but not others? Is it adopting an asset-based or a deficit-based approach to addressing inequities?
Educational technology vendors and startups may not have answers to all of these questions. But they should still be asked and considered. Answers could lead to improved products.
(George Veletsianos. https://theconversation.com, 15.04.24. Adaptado)
The teaching of reading in English implies helping students foster reading skills and abilities, among them critical reading skills. A teacher willing to deal with critical reading in their classes would tell students to go over the article “AI tech products at schools and universities” in order to identify the author’s opinion on the topic, which is summarized in alternative:
Provas
Choose the alternative that correctly completes the following sentences.
I- I don’t think John would be a good waiter. He has patience.
II- Would you like sugar in your juice? Yes , please.
III- I don’t know much Portuguese. Only words.
IV- I don’t know Rio de Janeiro very well. I haven’t been there for times.
Provas
Read the sentence: My mother once accidentally knocked down a security guard in a Spanish Airport. The verb “knocked down”, in bold, can be replaced by
Provas
Read the paragraph.
The Hudson River is a 315-mile (507km) river that flows from north to south primarily through eastern New York. It originates in the Adirondack Mountains of upstate New York and flows southward through the Hudson Valley to the New York Harbor between New York City and Jersey City. The river serves as a physical boundary between the states of New Jersey and New York at its southern end.
Adapted from: https://en.wikipedia.org/wiki/US_Airways_Flight_1549
According to the paragraph, choose the correct response.
Provas
Read the paragraph.
The Art of War is an ancient Chinese military treatise dating from the Late Spring and Autumn Period (roughly 5th century BC). The Art of War remains the most influential strategy text in East Asian warfare and has influenced both East Asian and Western military theory and thinking and has found a variety of applications in a myriad of competitive non-military endeavors across the modern world including espionage, culture, politics, business, and sports. The book contains a detailed explanation and analysis of the 5th-century BC Chinese military, from weapons, environmental conditions, and strategy to rank and discipline and it was translated into French and published in 1772 (re-published in 1782) by the French Jesuit Jean Joseph Marie Amiot.
Adapted from: https://en.wikipedia.org/wiki/The_Art_of_War
According to the paragraph, write T for true or F for false. Then choose the alternative that corresponds to the correct sentence.
( ) “The Art of War” was translated into French and published in 1782.
( ) “The Art of War” has been applied to many fields outside of the military.
( ) “The Art of War” is frequently quoted while developing strategy in sports.
( ) “The Art of War” contains a superficially examination of the 5th-Century BC Chinese military.
Provas
Choose the alternative that correctly completes the comic strip.
www.chickenwingscomics.com
Provas
Read the paragraph and choose the correct response.
Last weekend Bia had a tennis competition. The weather wasn’t very nice. It was really hot and dry. In spite of that she had a good time.
Adapted, Murphy, Raymond. English Grammar in Use. 5th ed. Cambridge University Press, 2019.
The underlined words in the sentence can be replaced by .
Provas
Read the text.
True Beauty
Lisa took a photo of her carefully arranged breakfast and flowers. Her eggs and her coffee had gone cold, but the plate looked really cool. It was from an expensive art market she had visited that morning. The flowers were ones she’d ‘borrowed’ from her neighbour’s garden. No one had noticed. Besides, she thought, flowers are for everyone to enjoy, aren’t they? And, probably only ten people a day walked past old Mrs Robinson’s garden. Posting the picture on Instagram meant far more people would get to appreciate them.
Lisa adjusted the colours on her picture to make the orange juice and the pink roses brighter. As she scrolled through the Instagram filters, True Beauty caught her eye. She’d installed it yesterday and forgotten about it. The picture looked perfect with that filter. She posted the photo for her 15k followers to envy. Then she threw the food on her plate into the bin. There was no point eating it now that it was cold.
Adapted from: www.google.com/smallstories.com
According to the text, choose the incorrect alternative.
Provas
Read the sentence, “A bus goes to the airport. It runs every half hour”. Then, choose the alternative where the pronoun is correctly used.
Provas
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