How does a legend involving a chessboard and grains of rice relate to data, education, and AI? At the recent 1EdTech 2024 Learning Impact Conference, Steve Harmon, Ph.D., executive director of C21U and associate dean of research at Georgia Tech Professional Education (GTPE), illustrated the concept of exponential growth while sharing the moment chess was invented. This story set the stage for discussing how our digital infrastructure—comprising computing power, bandwidth, storage, and content creation—is experiencing exponential growth. This rapid advancement is reshaping our capabilities and expectations across various fields, especially in AI development and its potential to revolutionize educational practices.

Harmon discussed AI's transformative potential in education, drawing parallels to historical technological shifts. He noted that while education has traditionally been slow to adapt to new technologies, AI offers unprecedented opportunities for personalized learning. He referenced Ray Kurzweil’s predictions about the exponential growth of computing power, suggesting that by 2050, $1,000 could buy the equivalent of all human brains’ processing power.

Harmon also pointed to the human tendency to apply outdated thinking to new technologies. “We, as humans, tend to think of new technologies in old ways. We’re just geared for that. We try to take new things and do them the way we’ve always done everything else,” he remarked. This mindset can hinder integrating innovative tools like AI in educational settings.

One of the challenges Harmon identified is the “cost disease” in education, where productivity gains are difficult due to the nature of teaching and learning. He cited Benjamin Bloom’s research, which found that one-on-one tutoring is significantly more effective than traditional classroom instruction. However, AI can potentially provide personalized tutoring at scale, addressing this challenge.

In the face of rapidly advancing AI, Harmon stressed the importance of “durable skills,” also known as “21st-century skills,” such as fortitude, metacognition, critical thinking, creativity, communication, and collaboration. These skills, he argued, are essential for navigating the complexities of the modern world and cannot be easily replicated by AI. “We ought to be focusing on these skills, the adaptive expertise, in our education systems and, more importantly, what we ought to be assessing for,” he explained.

Furthermore, Harmon emphasized the necessity of studying the interactions between AI and humans. He noted that humans and AI do not comprehend how each other's minds work. Therefore, there is a need for AI systems to develop a “theory of mind” to understand better and respond to human needs. Conversely, it would benefit humans to gain insights into how AI works; thus, “explainability” in AI systems is crucial. If AI can articulate the reasoning behind its decisions, it will enhance trust and usability.

Harmon’s presentation provided valuable insights into the future of AI in education—one where educators can create a more effective, personalized, and adaptive learning environment by utilizing AI's capabilities and fostering the development of durable skills in learners.