Same Lessons, Different Tools: How AI is Stuck in Outdated Education Models

In the ever-evolving landscape of education, the integration of Artificial Intelligence (AI) has been heralded as a transformative force. I am one of the biggest proponents of this viewpoint! However, recently, I attended EDUTech Asia and have connected with many vendors. My recent interactions with these vendors at conferences and through social media reveals that many AI applications are merely reinforcing outdated pedagogical practices, particularly in areas like exam preparation. This trend echoes concerns I raised nearly five years ago in my blog post, “What are we doing?” Despite the passage of time, the core issues remain unaddressed.

In that earlier post, I highlighted the superficial adoption of technology in education, where tools were used to digitize traditional methods without fostering genuine innovation. For instance, replacing physical flashcards with digital ones or conducting lectures via interactive whiteboards did little to enhance student engagement or learning outcomes. The fundamental approach to teaching remained static, with technology serving as a veneer rather than a catalyst for change. This is not new, I have been saying this for nearly 15 years.

Fast forward to today, and the proliferation of AI-driven educational tools has not significantly altered this paradigm. Many AI applications are designed to streamline conventional tasks such as test preparation, rote memorization, and standardized assessments. While these tools may offer efficiency, they often fail to promote critical thinking, creativity, or problem-solving skills—competencies essential for the modern world.

In my recent post, “The Future of Education in an AI-Infused World,” I discussed the potential of AI to revolutionize education by personalizing learning experiences and fostering deeper understanding. However, this potential remains largely untapped as long as AI is employed to perpetuate antiquated educational models.

The crux of the issue lies in our application of technology. For over a century, educational practices have remained largely unchanged, focusing on passive absorption of information and standardized testing. The introduction of technology, including AI, has often been limited to digitizing these existing practices rather than reimagining them. As a result, the transformative power of technology has not been fully realized in enhancing student learning.

When it comes to measuring the impact of technology on student learning, research has been revealing. According to John Hattie’s “Visible Learning” research, the effect of technology in various forms—from information communication tools to digital reading programs—lands mostly in the “small positive impact” range, scoring around 0.29 to 0.57 in effect size . While these technologies add some value, their impact on learning outcomes pales compared to more traditional strategies, such as direct instruction (0.60), feedback (0.70), or classroom discussions (0.82).

The data suggests that merely adding technology to existing educational practices does not significantly improve learning. The real potential of technology lies in using it to enhance student-centered approaches, not to replicate or digitize outdated methods.

It’s imperative that we shift our perspective on technology integration in education. Instead of using AI to reinforce traditional methods, we should leverage it to create dynamic, interactive, and personalized learning environments. This involves embracing project-based learning, fostering collaboration, and encouraging critical inquiry—approaches that prepare students for the complexities of the contemporary world.

While AI holds immense promise for education, its current application often serves as a “wolf in sheep’s clothing,” giving the illusion of innovation while maintaining the status quo. To truly enhance student learning, we must rethink our pedagogical strategies and harness technology to cultivate the skills and knowledge necessary for the future.

I used AI to help me compose this post. (This is the new way to write! It was an iterative process that involved my thinking and a conversation with the AI.)

Thanks for reading

Dr. Shannon H. Doak