EdTechnical

In this EdTechnical short, Libby and Owen test a conversational plush toy to understand more about AI-powered toys designed for young children. Recent research from Cambridge shows that preschool-aged children can form rapid emotional connections with social robots like these, even when the responses from the robot are inconsistent.Children’s experiences with AI toys are shaped by voice and real-time interaction. Could highly responsive, frictionless AI systems in toys influence children’s expectations of human relationships?Libby and Owen discuss the difference between shared, supervised play and extended solo interaction with the toy, which may be less advisable. As the technology continues to improve, the key challenge becomes how these tools are introduced and used in early childhood environments.Links:BBC Article: AI toys for children misread emotions and respond inappropriately, researchers warnCambridge study on AI toys in early childhoodAI chatbots and the “empathy gap” in childrenJoin us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of Ed-Technical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production. 

Panos Ipeirotis, NYU Stern professor who studies data science, AI, and human-AI collaboration, discusses AI-run oral assessments. He explains replacing take-home checks with AI interviewers that probe understanding. Topics include automated grading via an LLM council, student reactions and fairness, scaling short oral checks, practical design tips, and limits of AI-driven assessment.

They use the O-ring analogy to argue teaching tasks are tightly linked, so automating one part can shift work rather than remove it. They compare past automation in banking and radiology to show how roles and productivity change. They outline four possible AI impacts on teaching and consider how context and politics shape where AI helps or falls short.

Kristyn Sommer, a developmental psychologist studying how children learn with social robots. She discusses imitation, the video and robot deficits, why physical presence and engagement matter, and ethical and practical limits of robots in classrooms. Short, clear takes on when robots can help and why they probably will support teachers rather than replace them.

Dan Meyer, a math educator and VP at Amplify, brings his unique perspective on the intersection of technology and education. He highlights the importance of inviting student thinking and developing it through social interactions, emphasizing that motivation stems from these connections. Meyer critiques the limitations of AI in education, arguing it often misses the nuances of classroom dynamics. He discusses how AI can enhance teaching through better analytics and reflects on the modest adoption of AI tools in real classrooms, all while advocating for creative, engaging math practices.

Libby and Owen dive into Alpha School, a unique model transitioning from micro-school to a broader concept. They explore its structured academic mornings and afternoons dedicated to enrichment and life skills. The promise of efficient learning and mastery-based education is tantalizing, but they also uncover concerns about scalability, selection effects, and the authenticity of its innovative claims. With a thoughtful discussion on the potential of reorganized school time, they question whether this approach could truly revolutionize education.

Daisy Christodoulou, Director of Education at No More Marking and an expert on assessment, reflects on the evolution of AI in education since her last appearance. She discusses her shift from skepticism to cautious optimism regarding AI's role in assessment, emphasizing the necessity of human oversight in AI systems. Daisy shares insights on using AI for comparative judgment and the importance of validating AI results through human samples. With a focus on the design of educational technology, she offers practical tips for founders on integrating human input effectively.

The discussion dives into the emotional bonds teens are forming with AI chatbots and the potential dangers involved. California's new regulations spark a debate about how to balance youth safety with access to beneficial technology. The hosts examine recent legislation aimed at chatbot safety and whether AI should be treated like medical devices. Concerns about privacy and the impact on human relationships are raised, alongside the challenges of designing educational AI that prioritizes safety without sacrificing performance.

In this episode of EdTechnical, Libby and Owen speak with Candice Odgers, a psychologist and researcher studying how online experiences influence children's mental health. They revisit the debate around social media and teen wellbeing, questioning the claims that social media use  has caused rising rates of depression and anxiety. Candice calls for a more careful reading of the evidence and cautions against rushing into restrictive policies that may have unintended consequences or divert attention from more effective interventions.Candice also shares early findings from her recent research into AI in education. She finds surprisingly limited use of AI among young people, and mixed perceptions around what counts as cheating, which shapes how these tools are received. Notably, she found no clear socioeconomic divide in AI engagement, raising questions about how these tools might be designed to support more equitable learning. They discuss the challenge of designing rigorous studies in this space and the need for thoughtful, evidence-informed approaches to both social media and AI.Links:Adaptlab - Adaptation, Development and Positive Transitions LabNYT Article: Panicking About Your Kids’ Phones? New Research Says Don’tBioCandice Odgers is the Associate Dean for Research and Faculty Development and Professor of Psychological Science at the University of California Irvine. She also co-directs the Child & Brain Development Program at the Canadian Institute for Advanced Research and the CERES Network funded by the Jacobs Foundation.Her team has been capturing the daily lives and health of adolescents using mobile phones and sensors over the past decade. More recently, she has been working to leverage digital technologies to better support the needs of children and adolescents as they come of age in an increasingly unequal and digital world.Join us on social media: BOLD (@BOLD_insights), Libby Hills (@Libbylhhills) and Owen Henkel (@owen_henkel)Listen to all episodes of Ed-Technical here: https://bold.expert/ed-technical Subscribe to BOLD’s newsletter: https://bold.expert/newsletter Stay up to date with all the latest research on child development and learning: https://bold.expertCredits: Sarah Myles for production support; Josie Hills for graphic design; Anabel Altenburg for content production. 

Explore the challenges of AI detection in education as traditional tools struggle against clever student tactics. Learn how paraphrasing and translation thwart detection efforts, while false positives compromise accuracy. The hosts advocate for process-based assessments like keystroke tracking and oral exams, offering more reliable evaluations. They also examine institutional barriers to innovation and discuss the implications of students' motivations in using AI. This insightful conversation questions how we can enhance academic assessment in the digital age.