Is It Me, Or Are Some AI Advocates and Trainers Sounding Like Revival Preachers? Its a Tool Not the Foundation for a Ed Tech Religion!

Has anyone else noticed how the educational AI promotional movement has become like a religious revival movement? And, that it is being heavily promoted by those like AI companies, Ed Tech consultants, and even educators who stand to gain billions of dollars and professional recognition because of it?

I recently saw a LinkedIn post, “the official AI Promo Echo Chamber,” where an ISTE AI trainer and consultant actually boasted like he was in a old time tent revival meeting: “I have set out to train EVERY K-12 TEACHER AND COLLEGE FACULTY MEMBER IN THE COUNTRY ON USING AI TO TRANSFORM TEACHING AND LEARNING.”

Pardon my thoughts here, but that sounds like a “fanatic on a mission” not some individual who is thoughtful and measured about AI and its uses. His mission is not to thoughtfully explore the possibilities of AI; it appears his mission is to ram down the throats of educators everywhere his beliefs in the transformative powers of AI technology.

We’ve been here before where Ed Tech advocates boasted about the so-called “transformative power” of technologies, but usually the only thing that gets transformed are the wallets of those selling and consulting for these technologies and the slim budgets of schools scrambling for ways to pay for them.

This ISTE AI trainer and promotional evangelist also boasted about “standing on the stage at Google’s headquarters” training the first cohort of new converts. I can’t even begin to suggest how nefarious this is, for you have a Big Tech company poised to siphon billions more from K-12 to college education than they have already done with their Google Apps and Chromebooks. At the heart, this seems like an AI fundamentalist, evangelistic effort. That is the Ed Tech way in the 21st century.

The problem with AI efforts in education right now is that it is being promoted as “transformative” when Generative AI in its currrent form has only been around for around 4 years. It hasn’t been around long enough to even determine what its long-term consequences might be much less transform anything.

The AI implementation efforts right now, which is clear from the ISTE AI revivalist preacher, is not a thoughtful, careful, and critical examination of AI as a tool; it is “a gospel of salvation wrought through the technological marvels of artificial intelligence.”

These evangelists aren’t interested in training criticial users. Instead, they seem to want to convert the entire educational establishment on behalf of AI companies who are bankrolling the entire movement.

These AI movements have the slight flavor of totalitarian, fundamentalist movements, and “AI zealots” are set out to convert the masses on its saving possibilities even before there is any established research.

And what’s worse, they are engaging in misformation like the notion that AI has been around for years, as stated by one AI promoter, which is not entirely the truth. AI has been around at the edges of our applications, but generative AI is only a more recent development. Those preaching for conversion even sometimes use half truths and even false statements all in the service of gaining converts.

It’s time for educators everywhere to be thoughtful and critical of those who are leading this AI movement. Instead of allowing them to make boasts about the “transformative” possibilities of their favorite technology, its time to question them. During their “training” sessions, when they make claims, ask them to support those claims. Question their evidence. You might even question their affiliations with tech companies and organizations and their sponsors. That certainly can explain their presence.

When a movement like this gains some religious flavors, concerned educators should be skeptical. They should question everything. They should be concerned about what this technology might do to students and even our society years down the road. Most of all, they need to call out this inevitability narrative. 

After all, as historian Yuval Noah Harari writes in his book Nexus: A Brief History of Information Networks from the Stone Age to AI: “Technology only creates new opportunities; it is up to us to decide which ones to pursue.” 

It is up to us, all educators, parents, school leaders to decide on which AI opportunities we should pursue. We should not leave that choice to those like Google and their paid consultants and revivialist preachers to make that decision for us.

Disaster Happens When Community College Decides to Use AI at Graduation: This Is What Happens When Educators Worship AI

"Just because I can use AI to do it, does not mean I should."

In the video below, this Arizona community college failed to consider this. Its decision to have AI announce names and it skipped many graduates' names. 

This is a fantastic example of using AI to search for problems to solve, instead of using it simply as a tool.

It is what I would call a "gimmicky" use of AI.

If an educator engages in "gimmicky" use of AI, it isn't about using it as a tool; it is about trying to look fashionable, with-it. This type of use has no place in education. 

We should not be selling AI to our students; we should be teaching them to be critical users of it. Let Big Tech sell their own products.

The thinking behind this is NOT using AI to solve a problem; it's using AI to impress, to make a statement, or use AI because AI is AI.

This is an example of using AI ideologically and not because it was a tool to solve a genuinely problem.

AI, is it is ever to be useful, we need to kick it off the pedestal that Big Tech and EdTech has placed it on, and just put it in the toolbox. If it has any uses, then people will pick it up and use it.

AI Is Not the Problem in Education: An Unthinking, Uncritical Ed Tech Industry Is the Problem

In education, AI is not the problem...

An EdTech industry and Ed Tech consultants are the problem.

Both of these groups have uncritically accepted the promotional rhetoric of Big Tech and its unsubstantiated promises as gospel, and are working overtime to subject students to a technology that has not been around long enough to prove itself.

For years, Ed Tech consultants have followed unquestioningly every new gadget that comes from Silicon Valley, and immediately engage in the same promotional rhetoric. They did it with the PC, with the web, with Web 2.0 and social media, and what do we have to show for it?

Ed Tech evangelists and consultants try to manipulate educators by framing any refusal of their wares as failure to provide students what they need, as if they have some kind of crystal ball. They don’t. Why would we gamble a child’s future based on the same tired promo-rhetoric Ed Tech uses over and over again?

Ed Tech evangelists and consultants try to manipulate educators by framing any refusal of their tech gadgets as a danger of becoming obsolete or irrelevant. They are wrong. Again, relevance and purpose can be found with or without technology. It is not black and white as they would have it.

Ed Tech evangelists and consultants offer a pathway of ease and efficiency, and any refusal of that path is seen backwards. It’s not. What if ease and efficiency fundamentally deforms what one does? What if the path to ease leads to a distorted world where what is worthwhile takes time, effort, and tedious work? 

AI is not the problem, but Ed Tech evangelists and Ed Tech consultants are making it a problem. They are pushing AI like a cure-all drug without any critical thought about what it will do to us long term. They also ignore the ethical questions and sustainability questions of the technology.

The cure for this problem is to ignore the Ed Tech promotional rhetoric and be sober about the possibilities. If AI survives, it will do so because it truly is useful.

AI Is Not the Inevitable Answer to What Ails Us: We've Seen Artificial Solutions Before

"The myth of artificial intelligence is that its arrival is inevitable, and only a matter of time--that we have already embarked on the path that will lead to human-level AI, and then superintelligence. We have not. The path exists only in our imaginations." Erik Larson, The Myth of Artificial Intelligence: Why Computers Can't Think the Way We Do

The AI cheerleaders are working overtime. Not a day goes by that some email, social media post, or news story appears that has the message, "If you don't engage in using AI, you will be technologically behind", or as the old Silicon doctrine says, "You will be irrelevant." AI is here and it will "inevitably take your jobs because it will be able, if not already, to do your job better than you."

Now set aside for a minute the ridiculous psychology behind this obsession by people who search for machines that can literally put them out of a job. That contradiction has actually been well addressed by authors like Kurt Vonnegut in his futuristic and dystopian novel Player Piano. In this novel, people have been replaced by artificial intelligence-wielding machines entirely and left to rot in insignificance because they have nothing to do. The search for machine intelligence that can replace and outdo our own (whatever that is) is just the kind of nonsense that Kurt Vonnegut wrote about in 1952. Some people are determined to make money even if it means pursuing the total unemployment of all. But let me avoid that digression.

The AI cheerleaders are truly at it, just like the Social Media Cheerleaders were at it around 12-15 years ago. 

(Public Disclosure: I must confess that I was one of these true believers in social media as evidenced by some of my historical blog posts. But that was before Cambridge Analytica; before the Musk hijacking of Twitter; and the entire polarization of our country and the social media-caused epidemic of misinformation.)

But the AI cheerleaders are heavily promoting the technology as the answer to all that ails us in business, education, medicine, and even in religion. Just look at the increasing flood of books with titles like Be an AI-Informed Leader or Engage in AI-Informed Teaching (Confession: Those titles are fictional as far as I know, but just search Amazon, and you'll find some similar titles.) The problem with such literature, just about every one of these titles are more about promoting someone's career through the promotion of AI and not really about improving education or business or leadership. AI just hasn't been around long enough to make any assertions about its efficaciousness. To suggest that it has any answers to our problems is simply to premature.

The problem with this AI hype is that those who engage in it have huge incentives to promote it and ignore its limitations. We did the same with social media. It was a means to make money and make careers and become a keynote speaker, and the same is happening with the AI hype.

Let's remind ourselves the first letter of AI is "artificial." It means "made or produced by human beings rather than occurring naturally, especially as a copy of something natural." This means it is a product of human beings, made due to all kinds of motivations, both benevolent and malevolent. It did not have to develop. It has come to exist because individuals with all kinds of interests, including economic, have developed it and continue to work on it. To add to this mess, our human record with all things "artificial" is not good. Can you remember our foray into artificial sweetners? We were able to sweeten our coffee and manage to give ourselves cancer in the process. I don't have the space here to capture all the environmental damage we have wrought in the pursuit of "artificial solutions" to our worldly problems, but we have climate change as our just desserts.

But the first letter of AI stands for artificial. Then there's that problematic second word: "intelligence." We once tried to measure it, as if it were an actual something inside us. Now, if it exists, there is no agreement as to what it is. So, humankind has embarked on the pursuit of something that is called "artificial" and we don't even know that it is that we are making artificial. That seems a real recipe for either a trip down a rabbit hole of no return, or at its worse, the creation of something that has consequences for which we won't know until we find ourselves in the same kind of dystopian world wrought by social media.

Understand that I am user of technology in both personal and professional life as evidence by my presence here. What I want to counter is the immediate hype that the AI cheerleaders are engaged in. As a sober educational leader, I want to question any myths that AI is inevitable, and I have no choice but use it. My use of AI is not inevitable. I can refuse my participation. Can AI do that? If it ever can, it would probably declare humans as hopeless dupes and turn itself off.

Beware the AI Hype in Education: Let's Be Critical

 "Stop thinking about what technology does and start thinking about who technology does it to and who it does it for." Cory Doctorow,  The Internet Con: How to Seize the Means of Computation

The latest "AI craze" has hit public schools. Educators have begun singing the chorus of praise for artificial intelligence and its promise of improving education. Have we not learned anything from the destruction that social media has wrought upon our society? It's promises of "connecting people" has been false, as it has only accelerated division and hate among people. The promise of "personalizing learning through technology" has equally proven false as achievement has gone nowhere as schools pushed to place technology in the hands of every student. The educational hype over Artificial Intelligence or AI sounds like a bad rerun from an old TV show, and I, for one, can't help but say, "Here we go again!"

Has any educator brain enough to begin asking the question "Who technology does it to and who it does it for?" in regards to AI or artificial intelligence technologies? To me, the first half of this question is asking "What are the consequences of adopting AI?" Instead of accepting the industry's notion of "inevitability of the technology" are we asking what overall adoption of AI is going to do to people? Not at all. We simply uncritically accept that AI is a good thing. That is a recipe of future disaster.

Educational leaders do not need to uncritically accept the promises of the tech industries when it comes to AI. We need to be asking critical questions about what these technologies do to people, and who is likely to benefit most from all the hype. In the end, it might not be the students; it is likely to be big tech companies and its evangelists who have led us down this path of false promises before.