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Maybe. As the nature of assistive tools changes, so does pedagogy. Calculators are the easy example since most of us are (still) familiar. But there are othe
by beambot 1mo ago
Maybe. As the nature of assistive tools changes, so does pedagogy. Calculators are the easy example since most of us are (still) familiar. But there are others that were just as pronounced -- e.g. log tables and slide rules were transformational and instrumental at one time, and you've (probably) never used them. If you had used slide rules to solve your homework problems then were excluded from using them on exams, you'd see a similar effect.
AI is a big change; pedagogy is going to change too.
- ezst 1mo ago> As the nature of assistive tools changes I mean, does it? The way I see it, the best LLMs have to offer is infinite patience (until they inevitably and unpredictably start to confabulate, which should be a gigantic red flag, anyhow), I don't see how LLMs can be used to explore teaching paradigms that haven't been explored before. We know pretty well from centuries of empirical experimentation how children's brains develop under different stimuli. It's not exactly something the software industry needed to "hack".
- beambot 1mo ago"Does it?" - Yes? Did you learn arithmetic with log & exponent tables, or just calculators?
- ezst 1mo agoThat's not answering my question, what precisely do LLM enable in ways of educating children that hasn't been thoroughly studied before? What role do you want to give chatbots in the complex framework of child brain development? How do you back it up?