Синдикат учителей Северной Дакоты призвал ограничить использование ИИ и экранного времени в школах

I have been reading with great interest the recent stories regarding the use of technology in North Dakota’s K-12 classrooms. While the issue is rightly beginning to receive the attention it deserves, it is an issue that both the National Education Association and the American Federation of Teachers have been studying for the past few years. It is obvious that technology has transformed our classrooms. It is equally obvious that there is no returning to an analogue world. Computers, tablets, and artificial intelligence can be valuable tools for teaching and learning. But the question we should be asking is not, how much technology can we put in our schools? That question should be, how can technology best serve our students? ADVERTISEMENT That is the thinking behind an American Federation of Teachers initiative called, “Devices Down, Eyes Up, Hands-On” approach. It does not call for a ban on technology or a bonfire of school Chromebooks. Rather, the initiative calls for balance and putting students, not technology, at the center of education; themes expressed recently by Superintendent of Public Instruction Levi Bachmeier and Senate Education Committee member Michelle Axtman. Our youngest students especially need opportunities to play, talk, read, write, create, and develop relationships. Older students need opportunities to collaborate, solve problems, conduct experiments, engage in meaningful projects, and learn skills they can apply beyond the classroom. Those experiences cannot be replaced by an algorithm, and their teachers cannot be replaced by AI. Artificial intelligence makes this balance even more important. Students need strong foundations in literacy, numeracy, and civic knowledge, along with the critical-thinking skills necessary to question the validity of information rather than simply accept the answer generated by a chatbot. As I’ve mentioned many times before, great teaching and learning are predicated on great relationships, in particular trusting relationships between students and teachers. North Dakota’s public schools should embrace technology when it improves learning, for sure. What we should never do is to use technology simply because it is available. If we are serious about preparing North Dakota’s students to lead in an increasingly tech-driven world, we have to be sure to adopt sound policies that give them the best chance of success. That means limiting screen time pre-k through grade 2 to those who need it as part of an individualized educational plan, and zero tolerance for student-facing AI throughout grade school. This will allow kids the space they need to build relationships and other skills important to a strong academic foundation. I strongly encourage policy makers to collaborate with North Dakota’s outstanding public school educators to create systems that promote more human connection, more active learning, and more opportunities for students to think, create, and solve problems together. North Dakota United represents more than 10,500 K-12 educators and public employees.