Here’s the second book review for this year. Again, I will post my review first, and then ChatGPT’s review following that. Also, another disclaimer: I know Matt and consider him a friend, a colleague and a fantastic educator.
It seems like we’re probably right in the middle of the hype cycle regarding artificial intelligence and the role it’s going to play in education. It seems that every time I open social media, there is somebody talking about their expertise or experiments with generative artificial intelligence. For the most part, I see this as a good thing – these tools are there to be used, and if we are to understand their use within our lives and educational systems, we need to experiment with them and interrogate them. I guess I am advocating for critical thinking about these tools, which requires a deep knowledge of the tools themselves. All too often, however, I see an uncritical use -something that is valorising the tools, or promising all kids of outcomes as a result, but not every really considering whether they should be used in that fashion – or whether they are likely to achieve those promises. It’s a bit jurassic park, right? Some people are too busy asking questions about whether they CAN do something with AI to stop to think whether they SHOULD do something with it.
I’m pleased to say that The Next Word, a new book by Matt Esterman and Nicholas Jackson, doesn’t fall into that trap. What it does, instead, is provide a thoughtful and careful discussion of Generative AI and its place and relevance in schools in Australia. It answers a lot of questions about how, and when, educators might consider using it, and offers that as a kind of advice for people who are new to the tools or platforms. It also has some fascinating accounts of educators and how they’ve started experimenting with the platform. But more importantly, it asks a lot more questions, too! In other words, it doesn’t seek to provide answers so much as stimulate further discussion regarding AI and its place in schools.
And here’s the ChatGPT version:
The Next Word: AI and Teachers by Dr. Nick Jackson and Matthew Esterman is a thought-provoking exploration of the transformative potential of artificial intelligence (AI) in education. With the rapid rise of AI technologies, this book is a timely guide for educators, school leaders, and policymakers aiming to understand and leverage AI in meaningful and ethical ways.
The authors skillfully balance the theoretical and the practical, providing readers with both a conceptual framework and actionable strategies for integrating AI into educational environments. They open by framing AI not as a futuristic concept but as a present and pervasive force that educators must engage with to remain relevant in a rapidly changing world. This perspective immediately sets the tone for the book, urging educators to embrace AI not as a replacement for human teachers but as a powerful tool to enhance teaching and learning.
A significant strength of the book is its accessibility. Jackson and Esterman explain complex AI concepts in clear, jargon-free language, making the content approachable for educators without a technical background. The book’s structure is equally inviting, with chapters organized around key themes such as personalized learning, AI ethics, and professional development. Each chapter concludes with practical takeaways, ensuring that readers can immediately apply the insights to their own contexts.
The authors emphasize the importance of building AI literacy among both educators and students. They argue convincingly that understanding AI is a critical component of preparing students for the future workforce. Beyond the classroom, the book highlights the potential of AI to streamline administrative tasks, allowing teachers to focus more on pedagogy and student engagement.
However, The Next Word does not shy away from addressing the challenges and risks associated with AI. The authors discuss issues such as data privacy, algorithmic bias, and the potential for over-reliance on technology. These discussions add depth to the book, ensuring that readers are equipped to navigate the ethical complexities of AI implementation.
If there is a limitation, it is that the book primarily focuses on formal education settings. While this focus is understandable, educators in informal or corporate learning environments may wish for more tailored insights.
In conclusion, The Next Word: AI and Teachers is an essential read for educators looking to harness the power of AI responsibly and effectively. Jackson and Esterman provide a roadmap for integrating AI into education, ensuring that teachers remain at the forefront of shaping the future of learning. This book is not just a guide but an invitation to reimagine education in the AI era.