It feels like every day I am hearing or reading a new story about the use of AI (artificial intelligence) in everyday life. For example, as I write this blog, a series of gray words show up as Word predicts my next word, phrase, or sentence. I can understand the hesitation to embrace new technology, but I also appreciate the benefits. I have never been a strong speller and auto-correct has created more problems than it has helped. However, as technology gets “smarter” it is better able to support my weaknesses and increase the strength of my writing.
Our youth have had the benefit of the squiggly lines that appear when a word is misspelled or the grammar is incorrect and with a few clicks, they receive options to correct their writing. I can hear the arguments, that they need to learn to spell rather than relying on technology. But do they? What will their life look like as an adult?
My school was progressive and we had a computer lab that was built when I was in 4th grade. If the teacher had told me that one day I would carry a better, faster, more powerful computer in my purse, I would have thought he was crazy. Yet, that is something the majority of us do daily. I actually have two small computers, referred to as cell phones, in my bag on work days; a personal one and a work one.
The speed with which the world is changing is very apparent in technology, but change is happening in a million small ways all the time. The challenge for our teachers is to teach a student for the tomorrow that we can’t envision today.
Students with disabilities need us to teach them to use the most advanced technology and tools. While the specific tool may be extinct by the time they graduate, there are similarities across next-generation technology that help us all learn the new system. However, if we relegate students with disabilities to the older, “tired and true” technology or to technology that doesn’t have internet access because it reduces distraction, then we depriving them of the skills and exposure to tools necessary to thrive as an adult.
How do I know they won’t learn the skills later? Reflect on the skills of your grandparents and their understanding of the internet, online calls, and social media. My grandmother couldn’t understand how to use the cell phone. A wireless phone was the modern technology of her time. And, learning to use a computer was too complicated because she didn’t have any prior experience to lean into.
Students have started a new school year and there are a lot of projects, units of study, and group projects ahead. I encourage teachers and parents to think about how to engage their students in the content using current technology including AI. For instance, can the student ask AI to change the reading level of an online book? Or create a summary of a book written at a reading level that matches the student’s skill? Can they ask AI about a topic and then verify the accuracy using internet searches and online resources? Can a student draw a complicated picture to represent a scientific concept by describing what they want to AI? These ideas and more will support inclusionary learning while preparing the student for a rich and successful adulthood.
