Erik Ofgang‘s article in Tech & Learning: “Recognizing When Not To Use AI” is a thought-provoking read for educators who are exploring and thinking about AI. This piece really resonated with me, bringing to mind a Reflective Teaching course I took during my journey as an educator.

Erik Ofgang delves into the growing presence of artificial intelligence in modern education, highlighting that while AI offers significant benefits like personalized learning, it’s crucial to discern when its application is truly beneficial or efficient. Drawing from his own experience where manually creating a presentation proved more valuable for learning than relying on AI, Ofgang argues that AI shouldn’t replace tasks that foster critical thinking. The article further incorporates expert perspectives cautioning against using AI to supplant vital human interactions, such as those between students and caring adults or peers. Ultimately, Ofgang advocates for a personalized and reflective approach, urging educators and students alike to engage in trial and error to calibrate their AI use productively, ensuring technology serves rather than subverts genuine learning and human connection.

The key takeaway, as the article underscores, isn’t a simple “do or don’t” when it comes to AI in education. Instead, it’s about fostering curiosity AND continuous reflection on our practices. AI offers incredible potential, but its true value is unlocked when we mindfully consider how and why we’re integrating it, and its impact on deep learning, critical thinking, and human connection.

This prompts some essential reflective questions for us as educators and leaders when considering AI:

1. How is this particular AI application genuinely enhancing the learning process itself, beyond just efficient task completion?
2. Are we using AI to augment uniquely human skills like critical inquiry and collaboration, or are we at risk of inadvertently diminishing them?
3. What behaviors and mindsets are we modeling for our students regarding the thoughtful and ethical use of AI?
4. How can we ensure AI tools remain in service of our core educational goals and values, rather than allowing the tools to dictate our approach?

Encouraging this kind of metacognition is vital as we navigate the evolving landscape of AI in schools. Would love to hear your thoughts and other reflective questions you’re asking!