Technology | education | technology | ai & NOT A.I.

Hard to compete with AI – but maybe not (yet).

I have been reading, watching, and seeing that a lot of new things are happening these past weeks in A.I. It seems that most A.I. interfaces are connecting to apps and acting as “agents”. Think Gemini, ChatGPT, CoPilot, Manus, and probably more. What does this mean?

Well first, it means that A.I.s are able to do deeper things for you through your: Email, Dropbox, Google Drive, Google Calendar, and even Booking.com and Spotify. I’m not sure that it has access to make the bookings itself (I’m talking about ChatGPT in this instance) but it can refine searches better than and compare items in each of these to get you the best results possible. There are many more apps that are connecting or being enabled to connect to these current powerhouse A.I.s, but I am not going into them at the moment, nor am I generating this with A.I. in order to create a more exhaustive list.

Secondly, however, it also likely means that the inverse is happening.

We are not simply exploiting A.I., but it is surely exploiting us. We aren’t simply training A.I. on our search queries and our ideas, but on our life and our workings. What is the cost? Inherently, it is our privacy and our dependancy. In connecting with all of these apps, we are becoming entangled with it. It is becoming so interwoven and necessary that if we lose the ability to have access to it or have it act as an agent for us, we might become paralyzed with the inability to function properly/fully in society.

I remember hearing recently that someone who I work with knows of, sends out information about, and is at the cusp of most things A.I. but does not want to use it to complete most or any tasks. He has said that he wants to keep his mind keen and active. I have taken this stance as well in my last and more recent posts, in that I am generating these completely A.I. free.

I read somewhere today that the amount of information generated online these days has just past the threshold of more being made by A.I. than by humans. This is not just interesting and frightening, but also blasé. I write this because what it means in our current state of new information is that MOST of it is being regurgitated to us from previous information in “better” forms. Without the current advent of AGI, whereby information is actually being created, we are simply getting the best results of what A.I. “thinks” should come next. I am positing that no new, no original content is being developed when the A.I. is generating it in our current state.

Some may argue that this information is cross-tabulating and pulling data together better than ever before, and I don’t disagree, but actual original and actual artistic thought is not presented when we are reading, seeing, hearing more than 50% of the media created. AND – this information is being regenerated from itself even more. A silo effect is happening whereby a twister of information is coming back to itself from itself, which I would also posit is not in the advancement of our human intelligences best interest.

So, my call to action, from anyone who dares, is to create without A.I. The benefits are two-fold – 1. We continue to strengthen the general collective of synergistic, artistic, and truly new knowledge, and 2. We keep our minds fresh by connecting those synapses that, in time, will dwindle away if we don’t use them.

A mind at rest, tends to stay at rest, while a mind in motion will continue to stay in motion. Is that what the old saying is?

References:

Me – 100% – no A.I.

A.I. and NOT A.I.

07 Oct

Not sure about you, but everything, and I mean everything and everywhere I go is – A.I.:

PDs
Conferences
Emails
Apps
Internet of things
Girlfriends/boyfriends (not a joke – however, my wife is real – I think)
Every interface I use these days – Outlook, Canva, Photoshop, Seesaw, Nearpod, probably WordPress…all AI.
I was even upgraded from Google Searches to AI. Instead of asking, “Have you Googled it?,” It will now read, “Have you AIed it yet?”

Oh and hey…I just checked the interface on WordPress a little here…Yep, I can AI ASSIST. Oh thanks…

But, maybe not.

Maybe I want – and you want (I put that dash in myself btw.) for something to come to you fully from a human.
Lately, I have been talking with other educators about AI and the common question that I have been asked lately is:

Are you worried or excited for the future because of/due to AI?

My answer is two-fold and dichotic.

Some quick background about me lately – I am the head of digital learning at a pretty prestigious school here in Bangkok. I do lots of things like robotics, implement film curriculum, teach some teachers and TAs here and there, do a lot of parent presentations, and even develop the AI curriculum and help with the AI policy at the school. I am always reading about and trying to keep up with the on-goings of this artificial intelligence. I follow a few who inform me a lot and I try a lot out empirically.

If you were to ask me what seems pretty good at the moment with AI for kids, I would say, MagicSchool, Seesaw, and Canva. I am concerned as a parent and as an educator about ChatGPT and so many of the ways that AI is messing with us – or that we are using AI to mess with others.

So, back to the crux of my posit – my answer, as it were:

Am I worried – yes. Terrified. I have watched so many of the movies – Her, Ex Machina, AI, Terminator, and The Matrix. None of these appear beyond bleak. We are either falling in love, not being able to tell what it is, worried about it coming after us, or feeling like we are already a part of it. I am doubly terrified of some of the AI that I have seen in Black Mirror.

Ok, but I am also excited. I mean, I want to embrace it. I need to. We all need to. We need to learn from and with it. It is all around us and embedded in everything these days. Thank god for our fridges.

We are able to have conversations with past and current people, and able to have AI consult us. I use it before I ever send out an email and always use it to look over anything that I am writing (not here of course silly).

But coming back to that other question or statement about AI and NOT AI –

The reason I bring it up is because I think that people will still have a place.
Huh?
People.

Yeah, every time I have heard that people mention AI helped or AI made it, there is now a negative “Oh”.
There is a feeling of – ok, we don’t care then.

No real effort was put forth.

The music is AI – boo.

The writing is AI – crap.
Thank God I finished my PhD in 2019 – Pre-AI. I never was tempted.

The art is AI – WHAT? Who wants to see that?

But what about the other stuff? What about the medicine that is AI? What about the ways to figure out new complex maths? What about the new ways to make money through AI? Is this meh too?

I don’t know. But, I do know that I am on a journey. We all are. We are starting this out and possibly even guiding it. Let’s continue this conversation. I want to hear about your AI and your NOT AI journeys. This is a double-edged sword of complexity we are all on/in.

I feel that I need to write this now:

References

2025 – None – Me – 100% me. No AI. 🙂

1 Comment

Posted by Dr. Thomas Johnson | ict-design.org on October 7, 2025 in Technology

Tags: AI, Artificial Intelligence, Blogging, Technology, Writing

Parent Homework: Unintended Burdens on Families

11 Sep

I write this as an educator, a blogger, a reflector of how I could be accused of doing this, and now, as a the receiver of it.

As educators, we’re often focused on fostering student independence and responsibility. However, many assignments we give, especially those that seem simple, can inadvertently shift the burden onto parents. These tasks, while intended to be the student’s responsibility, often require significant parental involvement. We need to be mindful of how these assignments affect families and consider how we can minimize “parent homework” — work that requires parents to step in where the student cannot complete the task alone.

Common Examples of Parent Homework

Image Generated in Canva with prompt: frustrated adults making things

Covering Books with Plastic
This task seems straightforward but often requires parents to purchase plastic covers, trim them to size, and assist in wrapping them around the books. Many young students lack the fine motor skills or materials to do this independently.
Creating Elaborate Art Projects
Assigning students to create dioramas or 3D models often demands adult help. Younger students, in particular, may struggle to conceptualize and execute these tasks without hands-on assistance from a parent or guardian.
Purchasing Specific Supplies for a Project
Assignments that require unique materials—such as poster boards, special markers, or craft items—mean that parents must take time to shop for these supplies. While students should be encouraged to gather what they need, parents often take the lead on these errands.
Helping with Technology-Heavy Homework
Tasks like setting up a PowerPoint presentation, uploading a video, or navigating complex online platforms may require parental help. Not all families are equally tech-savvy, and students often rely on their parents to troubleshoot.
Baking or Cooking Assignments
Teachers may ask students to bring in baked goods for class events or projects. However, this typically requires a parent to buy ingredients, supervise, and help with the preparation. These activities can create unnecessary stress for busy families.
Costume or Special Attire for Events
Whether for a school play or a themed dress-up day, these assignments often lead to parents buying or creating costumes. This can require considerable time, effort, and sometimes expense that parents may not have anticipated.

How to Avoid Parent Homework

Think about Materials
Will students likely have the materials, goods, items , electronics, or means at home? Is this going to require the time and a trip for parents to purchase said items?
Consider Age-Appropriate Assignments
Before giving out tasks, think about whether the student can realistically complete them on their own. Tasks should align with the child’s developmental level and skills.
Provide Alternatives
When special materials are required, offer students options for how to complete the project using what they have at home. This not only reduces the need for parents to go shopping but also encourages creativity and resourcefulness.
Use In-Class Time for Complex Tasks
If a project involves technology or requires specific guidance, consider using class time to complete these tasks. This way, teachers can support students directly, and it avoids placing the responsibility on parents.
Communicate Clearly with Families
If an assignment does require some parental involvement, be upfront about it. Let parents know how much assistance may be needed and offer suggestions for how they can support their child without taking over the task.
Encourage Collaboration and Peer Support
Some students may be able to collaborate with classmates to complete certain tasks. Encourage students to work together when appropriate, lightening the load on individual families.

As teachers, our goal is to help students grow, both academically and personally. By being mindful of the potential for “parent homework,” we can design assignments that promote student independence while respecting the time and resources of families. Thoughtful planning and consideration of students’ abilities will go a long way in reducing the unintended burden on parents, allowing students to take full ownership of their learning.

With that said…
At times, we may intentionally ask students to involve family members in assignments to encourage bonding moments at home. When this is the goal, it’s important for educators to communicate with parents beforehand to understand who has the time and capacity to participate, given the various stresses families face. Gathering feedback from parents allows us to adjust assignments based on their availability, ensuring that these activities remain positive and manageable for all involved.

(How I am currently) Learning about AI.

08 Aug

I believe I’m currently ahead of the curve when it comes to understanding AI. I have been extensively researching online, reading articles, and conducting presentations for parents and staff members. Additionally, I have been reading academic papers and gathering feedback from staff and students on AI usage and needs. As part of my work, I have been conducting practical studies with grade 10 students, where we explore and utilize AI for various tasks. Moreover, I have been collecting insights from volunteer students about how they learn about and use AI in their academic and everyday lives.

My next steps involve gathering, collating, analyzing, and assimilating information from these various sources. This will enable me to present new findings to staff, students, and my broader learning community, helping to articulate and expand my understanding of AI. To further my education, I am also taking AI courses on Coursera, including one offered by Google. One recommended resource that I am sharing with others interested in delving deeper into AI is: https://pair.withgoogle.com/explorables/.

Image created using Canva with prompt: “learning with Artificial intelligence”

One recommended resource that I am sharing with others interested in delving deeper into AI is: Google’s AI Explorables. Additionally, I recommend checking out OpenAI’s GPT-3 Playground, which allows users to interact with one of the most advanced language models available. Another valuable resource is IBM’s Watson Studio, which provides tools for building and training AI models. For those interested in machine learning, TensorFlow offers a comprehensive platform for building ML models. Lastly, Kaggle is an excellent platform for exploring datasets, participating in AI competitions, and learning from a community of data scientists and AI enthusiasts.

I would greatly appreciate your feedback on the above resource and any other websites you find helpful for learning about AI.