I really find this debate about AI and creativity compelling. I am excited about how the terms and frameworks will continue to evolve in the coming days. Gopnik's foundation is so rich because it allows such theoretical variability within--or so it seems to me--or at least this is what you appear to be documenting in this post. I have been contemplating a project that investigates the metaphors we use to characterize AI with cultural technology or artifact acting as something of a primary lens. It seems like we need to do some deep archeology of concepts right now as we muddle our way through this extended trough of disillusionment.
You'll not be surprised to know that I think investigating the metaphors we use is important work. One question I am wrestling with is the relationship between thinking about AI as a cultural too and AI as an educational tool. They are not the same, but perhaps it is in many contexts a distinction that makes no difference.
I find my perspective shifts quite dramatically when I in summer reflective mode vs. responsive teaching mode. In the summer, the cultural technology frame ruled the day. With the onset of the school year, I have found myself swept away by the challenge of finding a solution. That very much narrows vision. But now I am coming up for breath and taking stock--- historicizing the moment of integration and implementation. I really appreciate working on and off with Terry Underwood. His long history with assessment and literacy have help ground my integrations to some extent.
I really find this debate about AI and creativity compelling. I am excited about how the terms and frameworks will continue to evolve in the coming days. Gopnik's foundation is so rich because it allows such theoretical variability within--or so it seems to me--or at least this is what you appear to be documenting in this post. I have been contemplating a project that investigates the metaphors we use to characterize AI with cultural technology or artifact acting as something of a primary lens. It seems like we need to do some deep archeology of concepts right now as we muddle our way through this extended trough of disillusionment.
You'll not be surprised to know that I think investigating the metaphors we use is important work. One question I am wrestling with is the relationship between thinking about AI as a cultural too and AI as an educational tool. They are not the same, but perhaps it is in many contexts a distinction that makes no difference.
I find my perspective shifts quite dramatically when I in summer reflective mode vs. responsive teaching mode. In the summer, the cultural technology frame ruled the day. With the onset of the school year, I have found myself swept away by the challenge of finding a solution. That very much narrows vision. But now I am coming up for breath and taking stock--- historicizing the moment of integration and implementation. I really appreciate working on and off with Terry Underwood. His long history with assessment and literacy have help ground my integrations to some extent.