When reading Cottom’s (2019) blog about how we should rethink the idea of edtech, a point they made about accessibility stood out. As I researched using AI for personalized learning, some articles discussed how AI and, more specifically, ChatGPT can help people have easier access to resources (Huang & Li, 2023). While that is a nice thought, as Cottom (2019) pointed out, this idea has some challenges. The idea that most of the world has access to technology at home is not necessarily accurate. In most countries, students have access to technology only through their schools (Goodwin-Jones, 2024). Further, do they understand how to use the technology if they can access it?
As Cottom (2019) discussed, even though students had access to Google Classroom, they did not understand how to use the platform. Similarly, when using ChatGPT for personalized learning, it can be a learning curve to figure out how to phrase your prompts to get your desired results (Goodwin-Jones, 2024). Thus, even though people can access ChatGPT, do they know how to use it to further their learning?
Another point with using AI for personalized learning is that inherent biases can be found based on the data sets the machine has been given (Goodwin-Jones, 2024). When examining issues with edtech tools in language education, these biases can make learning difficult for students. For instance, AI tools can have problems with speech recognition (Huang & Li, 2023) and general cultural biases (Goodwin-Jones, 2024). This issue should be further investigated as AI for language learning is becoming more popular. If the tools make it more difficult for students due to these biases, it can lessen their motivation to continue. Thus, bringing it back to Cottom’s (2019) ideas about edtech 3.0 and what we should do, I think those developing AI tools should reflect on why these biases exist and how they can lessen them. For those who use AI for personalized learning and for educators who use it, we should also be reflecting on how we can try to use these tools and to help students have a better experience when using them.
-Catherine M
References
Cottom, T. M. (2019, August 26). Rethinking the context of edtech. EDUCAUSE Review. https://er.educause.edu/articles/2019/8/rethinking-the-context-of-edtech
Godwin-Jones, R. (2024). Distributed agency in second language learning and teaching through generative ai. ArXiv (Cornell University). https://doi.org/10.48550/arxiv.2403.20216
Huang, J., & Li, S. (2023). Opportunities and challenges in the application of chatgpt in foreign language teaching. International Journal of Education and Social Science Research, 06(04), 75–89. https://doi.org/10.37500/ijessr.2023.6406