Dr. Thomas M. Philip - University of California at Berkeley and Dr. Jeremy Roschelle - Digital Promise: Humanism at the dawn of the AI age: teacher roles as generative AI enters the classroom

If you’ve been listening to the news over the last few months, you know that there’s been incredible interest, debate, and lots of speculation about the use of artificial intelligence (AI) technologies in the years to come. I’ve been really interested in the kinds of verbs and metaphors that have been used to describe the relationship between humans and AI - as collaborators, as replacements, or as a form of surveillance, for instance.

And, I've been curious about the view that learning scientists take on these emerging technologies. I’m thrilled to be bringing together two scholars who have been thinking about this –  both the opportunities and challenges that arise as AI technologies make their way into schools and classrooms. 

Today, we’ll be in conversation with two scholars whose works I’ve LONG admired. We’ll be talking with Drs. Jeremy Roschelle and Thomas M. Philip. Jeremy is the Executive Director of Learning Sciences Research at Digital Promise, and Thomas is Professor and Director of the Teacher Education program at the University of California, Berkeley.

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Works Discussed:

Philip, T.M., Souto-Manning, M., Anderson, L., Horn, L., Carter Andrews, D., Stillman, J., & Varghese, M. (2018). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251-264.

Philip, T.M., Gupta, A., Elby, A., & Turpen, C. (2018). Why ideology matters for learning: A case of ideological convergence in an engineering ethics classroom discussion on drone warfare. Journal of the Learning Sciences, 27(2), 183-223.

Philip, T.M., Olivares-Pasillas, M. C., & Rocha, J. (2016). Becoming racially literate about data and data literate about race: A case of data visualizations in the classroom as a site of racial-ideological micro-contestations. Cognition and Instruction, 34(4), 361-388.

Roschelle, J. (2020). A review of the International Handbook of Computer-Supported Collaborative Learning 2021. International Journal of Computer-Supported Collaborative Learning, 15(4), 499–505.

Roschelle, J., Mazziotti, C. & Means, B. (2021). Scaling Up Design of Inquiry Environments. In C. Chinn & R.G. Duncan et al (Eds.), International Handbook on Learning and Inquiry. Routledge. ISBN 9781138922600

Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2(3), 235-276.