Rebecca Winthrop

Don't have it at recess because that's where you start interacting and playing with kids. And I think we should make school a place where kids can actually interact with each other, develop human-to-human socialization capacities because there is massive commercial tech the minute they leave school that is vying for their attention. And make sure, make sure to do some high-quality AI literacy.

AI literacy is way, way different than using AI to learn. AI literacy is what is this? How was it made? What are the risks? What are the benefits? And let's talk about how our ethics around this new tool and how to incorporate it into our lives with an adult instructor, talking about how it works and what it is. That's AI literacy, and that's important.

AI literacy is way, way different than using AI to learn. AI literacy is what is this? How was it made? What are the risks? What are the benefits? And let's talk about how our ethics around this new tool and how to incorporate it into our lives with an adult instructor, talking about how it works and what it is. That's AI literacy, and that's important.

But I guess this goes back to the point you were making about— I mean, there is a question how much we will do, but your question is, will it make a difference?

But I guess this goes back to the point you were making about— I mean, there is a question how much we will do, but your question is, will it make a difference?

Yeah. And I think you bring something up that's really important, which is these things need to be regulated. It's ridiculous that they're out there being used by kids. And it's ridiculous to say, Ezra, it's your willpower that should be the deciding factor. It's ridiculous for adults. It's ridiculous for kids. These are incredibly seductive technologies. So, you know, I...

Yeah. And I think you bring something up that's really important, which is these things need to be regulated. It's ridiculous that they're out there being used by kids. And it's ridiculous to say, Ezra, it's your willpower that should be the deciding factor. It's ridiculous for adults. It's ridiculous for kids. These are incredibly seductive technologies. So, you know, I...

This is a really tough one for me around because you do want kids to be fluent in the new technology of the time, and you do want them to have an ethics and awareness about it. You don't want them to be seduced by it. The large AI labs are perfectly capable, perfectly capable if they wanted to, of creating a gen AI product that is designed for kids that will not be as seductive

This is a really tough one for me around because you do want kids to be fluent in the new technology of the time, and you do want them to have an ethics and awareness about it. You don't want them to be seduced by it. The large AI labs are perfectly capable, perfectly capable if they wanted to, of creating a gen AI product that is designed for kids that will not be as seductive

What we are creating. Well, I would say they have to change how they're developing the products. You can't create an AI that'll be great for kids and teachers and teaching and learning without having teachers and kids and education experts and child development experts involved. in the development process with you, and so few are. So I think about what the Dutch government is doing.

What we are creating. Well, I would say they have to change how they're developing the products. You can't create an AI that'll be great for kids and teachers and teaching and learning without having teachers and kids and education experts and child development experts involved. in the development process with you, and so few are. So I think about what the Dutch government is doing.

They're doing a partnership with sort of the teacher unions and the academics and the tech companies, and they're having a little lab to figure out, you know, what would AI look like in schools. But any of that sort of bottom-up experimentation is the way to go before you roll it out. Because most AI developers, although they might be good people, they're not child development specialists.

They're doing a partnership with sort of the teacher unions and the academics and the tech companies, and they're having a little lab to figure out, you know, what would AI look like in schools. But any of that sort of bottom-up experimentation is the way to go before you roll it out. Because most AI developers, although they might be good people, they're not child development specialists.

But if they change the way they develop their products, they could.

But if they change the way they develop their products, they could.

And I think as a parent, you, yourself, but also other parents out there are right to be suspicious because I think that linear line is going to be much more complicated as the years go on with AI in our world. So what I would think about is a couple of things. One, getting back to the research I've done with my co-author and colleague, Jenny Anderson, grades don't show you how much

And I think as a parent, you, yourself, but also other parents out there are right to be suspicious because I think that linear line is going to be much more complicated as the years go on with AI in our world. So what I would think about is a couple of things. One, getting back to the research I've done with my co-author and colleague, Jenny Anderson, grades don't show you how much

kids are engaged. I mean, schools are not designed to give kids agency. Schools are designed to help kids comply. And it's actually not really the fault of the teacher. Teachers are squished from above with all sorts of standards and squished from below with parents putting a lot of pressure on teachers about their kids' performance and outcome.

kids are engaged. I mean, schools are not designed to give kids agency. Schools are designed to help kids comply. And it's actually not really the fault of the teacher. Teachers are squished from above with all sorts of standards and squished from below with parents putting a lot of pressure on teachers about their kids' performance and outcome.

And what you really want is some feedback loops that are beyond just grades, and behavior to know, is my kid developing agency over their learning? And what I mean by that is, are they able to reflect and think about things they're learning in a way that they can identify what's interesting and they can have the skills to pursue new information? That right there is