Have you ever stared at a shiny new edtech tool that promises to streamline lesson planning and wondered, “Is this really what teaching is becoming?”
If so, you’re brushing up against the idea of technological determinism, the notion that technology drives societal changes while humans like us are just along for the ride. First floated by Thorstein Veblen in the early 20th century, it offers a thought-provoking (and occasionally unsettling) lens through which to view the rise of AI in K-12 education.
Consider a few historical landmarks for learning: the printing press democratized literacy, the internet put the world’s knowledge within reach, and the smartphone redefined our relationship with information and each other. Now, AI stands on education’s doorstep, poised to further evolve what it means to teach and learn (often in ways we’re still trying to wrap our heads around).
Was this latest step pre-ordained? Technological determinism insists that, yes, progress of this sort is inevitable. It tells us that once we invent new tools, they’ll mold our behaviors, systems, and even values in ways we can’t entirely predict.
Education is no exception. Consider all the ways classrooms have changed over the last 30 years, as the internet went from a novelty to a necessity.
That evolution necessitated numerous changes – changes in connectivity, changes in curriculum, changes in expectations for how, when, and to what extent this tool would be used. The question is: were we directing that change, or was it sweeping us along, forcing us to react to a predetermined outcome?
Today, AI is cropping up everywhere: grading papers, personalizing learning paths, and even predicting which students might struggle before teachers see the signs. Need help brainstorming a lesson? Generative AI can spark ideas in seconds. Got a student stuck on a math problem? AI tools offer personalized nudges, helping learners find the next step. Some platforms go even further, acting like digital tutors that adjust to each student’s pace and aptitude.
Taken together, it feels almost magical, like your own personal Aristotle who’s eager and able to help your entire class reach its learning potential. The danger, however, lies in believing that AI will, or should, become the centerpiece of education just because it can.
It’s easy to fall into the trap of thinking that whatever tech emerges next defines what the future of learning must look like. But educator’s still have a hand in this equation, and now would be a wise time to put our hands back on the steering wheel.
AI’s continued incursion into the classroom may feel invitable, but here’s a time-honored truth: technology doesn’t have to be destiny. Like printed books, the internet, and smartphones before it, AI is a robust tool that can be wielded thoughtfully. The power isn’t in AI itself, but in how educators choose to use it.
At a systemic level, schools have a critical opportunity (and responsibility) to ask questions before adopting these tools wholesale. Does this technology serve our core educational goals? Does it elevate both students and teachers? What drawbacks to AI’s use can we anticipate?
Take AI-powered assessments as an example. Left unchecked, they could nudge education toward valuing standardized performance over diverse talents. Alternatively, when used with care, these same tools could unlock new ways to personalize feedback, nurture student strengths, and support individual learning journeys.
In the end, it’s not about what AI does; it’s about the choices educators make in how they use it.
One final twist: AI, often seen as the poster child for automation, might actually give us the chance to rehumanize education. By taking on repetitive, administrative tasks, AI can free teachers to do what humans do best: build relationships, spark curiosity, and inspire creativity.
Picture a classroom where teachers aren’t buried in grading but instead have time to dive into meaningful conversations, guide students through complex ideas, or explore unexpected learning moments.
In this vision, AI isn’t in the driver’s seat. We are, and even when the latest technological changes feel inescapable, we must remain at the head of our class. AI won’t determine the future on its own; it’s up to us as educators to ensure its place in learning is anything but inevitable.
Tim directs the Learning Technology Center, providing strategic leadership, expertise, and operational management for statewide technology and digital learning initiatives.
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