Artificial Intelligence, Schooling, & Tomorrow's Jobs

Artificial Intelligence, Schooling, & Tomorrow's Jobs


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Are students academically prepared for a future of jobs we have yet to imagine, shaped by technology we have yet to invent? The next decade will usher in a technology revolution—with artificial intelligence leading the way—and most schools are ignoring or unaware of how these changes will affect their classrooms, say experts close to the subject. In this special collection of Commentary essays, professors, advocates, and futurists challenge us all to deeply consider how schooling must change—and change soon—to meet the needs of a future we cannot yet envision.







Students Must Be Prepared to Reinvent Themselves
Commentary

Students Must Be Prepared to Reinvent Themselves

Dec. 12, 2017

Getting ready for an unknown future of employment means unlearning what we know about education, writes Christopher Dede.








We Need to Modernize Education. The Clock Is Ticking
Commentary

We Need to Modernize Education. The Clock Is Ticking

Dec. 12, 2017

Flipping the curriculum and updating the goals of education could prepare us for the artificial-intelligence era, writes Charles Fadel.








Artificial Intelligence Is Around the Corner. Educators Should Take Note
Commentary

Artificial Intelligence Is Around the Corner. Educators Should Take Note

Dec. 12, 2017

AI could materially improve education—if educators and policymakers start answering some tough questions today, urges Michael Bennett.








The 5 Habits of Extreme Learners
Commentary

The 5 Habits of Extreme Learners

Dec. 12, 2017

As new technology shakes up the workforce, we must empower students to take control of their own learning, writes Milton Chen.








Preventing an Artificial-Intelligence Fueled Dystopia, One Student at a Time
Commentary

Preventing an Artificial-Intelligence Fueled Dystopia, One Student at a Time

Dec. 12, 2017

Could engaging traditionally underrepresented students in AI development save us from a dystopia? Tess Posner makes the case.








This special section is supported by a grant from the Noyce Foundation. Education Week retained sole editorial control over the content of this package; the opinions expressed are the authors’ own, however.





Vol. 37, Issue 15