profound implications. How we’re going to ultimately consider AI use, and the ways in which we’re going to use it, are such impor- tant questions for education systems to be grappling with right now.
MP: What would you advise for people who are using AI?
MV: Take the time to develop discernment about your use of AI; start from a criti- cally minded stance in approaching how or whether to use it. Learn about the environ- mental and equity implications and teach your students about those issues. Help stu- dents understand that they need to evalu- ate AI, rather than just absorbing its use uncritically. Nurture students to be inquiry minded so that they are asking better, rich- er, deeper questions, not trying to get quick- er answers. Tat kind of rich critical inquiry becomes a powerful driver for meaningful learning. AI cannot construct meaning, nor can it replace our own experiences or the rich personal network of ideas, experiences, schema, and insights that inform how we make a decision. Supporting learners in accepting dis-
comfort in learning is essential, particularly because AI makes it very easy to bypass the hard parts of thinking. We want to ensure that the tasks we design are keeping students in that zone of productive struggle, what I would call the transformative zone of learn- ing, not
the convenience zone. Nurturing
transformative thinking habits, advances this in powerful ways. A more holistic approach to teaching and learning helps students hold that complexity.
MP: Is there a particular consideration when it comes to AI and climate justice that you’d like educators to take away from this interview?
MV: I really would love for all educators to be thinking very relationally and systemically about AI. We need young people to see the whole system behind a single AI output, from the cobalt mine to the data centre, to the water use, to the energy use, to the classroom deci- sions AI shapes. I would love it if we put crite- ria around our AI use, so that we’re educating learners who are going to be transformative agents of change in whether and how they use artificial intelligence. Let’s ask ourselves: Can we use AI to support the creation of more re- generative, just, relational, and caring futures? If we put that at the centre, and we make that a really powerful, critical inquiry, how does that transform education? We must not allow this tool to erase and
diminish our human capabilities, but in- stead ensure that AI is being used in a way that is supporting justice and regeneration. Tat should really be the focus. n
This interview was originally published on the Elementary podcast. The transcript has been edited and condensed. Listen to the original at
etfo.ca or on most podcast apps.
Meagan Perry is a member of ETFO Executive Staff. ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 29
“WE NEED YOUNG PEOPLE TO SEE THE WHOLE SYSTEM BEHIND A SINGLE AI OUTPUT, FROM THE COBALT MINE TO THE DATA CENTRE, TO THE WATER USE, TO THE ENERGY USE, TO THE CLASSROOM DECISIONS AI SHAPES. I WOULD LOVE IT IF WE PUT CRITERIA AROUND OUR AI USE, SO THAT WE’RE EDUCATING LEARNERS WHO ARE GOING TO BE TRANSFORMATIVE AGENTS OF CHANGE IN WHETHER AND HOW THEY USE ARTIFICIAL INTELLIGENCE.”
PHOTOS BY CHRISTINE COUSINS
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