- Author:
- Kenneth Stephen Skolyan
The Problem. The purpose of this study was to asssess and forecast the implications Artificial Intelligence Systems would have on teaching methods, teacher training, curriculum and teacher-student roles in public education.
Method. A three round Delphi Study was conducted. The Delphi Panel included 23 participants from the areas of A. I. research, computer using teachers from universities and high schools and writers in the field.
Results. (I) Teacher Training and Reaction. (1) Resistance to the introduction of Artificial Intelligence Systems will occur. (2) Additional training for teachers in computers is likely. (3) The structure of teacher training will change from informational transmittal to learning how people learn and the structure of what they know. (II) Curriculum. (1) Schools will not be radically changed. The goals of education and the importance of reading and writing would remain. (2) Students would not be learning a large portion of their lesson at home. (3) Elitist separation by subject matter or social adjustment would not occur. (4) The classroom would change. Multi-leveled, multi-topical learning centers would be developed where students could learn at their own pace. Changes in testing would occur along with deeper student involvement with subject matter. (5) New subjects and increases in strategy development and problem solving would occur as a result of A. I. systems in the classroom. (6) The A. I. system would become an indispensable tool with frequent upgrade of use skills and development of new subjects occurring. (III) Teacher/Student Roles. (1) Teacher roles would not change from deliverance of knowledge and skills to parent, counselor or psychologist. (2) A. I. systems would not fill the role of parent, counselor or psychologist nor transmit values. (3) The role of teachers would change from learning director to co-problem solver. (4) A. I. systems would greatly assist teachers in improving learning experiences, diagnosing problems and assisting students with learning handicaps.
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