Algorithmus und Avatar im Klassenzimmer

The use and benefits of digital technology in schools has been the subject of controversial debate for more than 40 years. Artificial intelligence (AI) is already part of automated schooling through learning programs and learning performance measurement. With generative AI such as ChatGPT, Bard and others, a tool has been added that can be used to easily generate texts, images, presentations and much more.

Are systems for the automated generation of texts, images, etc. useful in schools or do they tend to hinder learning?

The historical and technical analysis of cybernetic systems, i.e., an understanding of how automated data processing works, is the prerequisite for being able to decide on their use for teaching and learning processes.

Current concepts for the use of information technology (IT) and AI in schools are not designed according to pedagogical and didactic needs. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO) report, they primarily serve the interests of the manufacturers They also endanger the physical and mental health not only of minors due to their potential for addiction and abuse.

The IT and AI systems can only be used sensibly in secondary school lessons and IT skills can only be promoted if changes are consistently implemented. This includes a ban on private digital end devices, the release of smartphones at the earliest at the age of 14 years (wait until 8th), social media applications only at the age of 16 years and no feedback channel for data from minors (ban on profiling minors, ban on digital twins). The aim must be more and real, interpersonal communication in the school social space (classroom, breaks) and working with computers and networks as tools.