In a recent decision-making unit, elementary students were presented with the dilemma: should teachers use AI for writing feedback? Despite many having no direct experience with generative AI, their responses revealed deep insights. One student cautioned against AI mistakes, intuitively grasping issues like ‘hallucination’ and contextual disconnection, while another questioned the fairness of adults using AI when students couldn’t. These responses highlight children’s unique reasoning detached from the ed-tech industry’s pressures, where officials may prioritize financial incentives over ethical considerations. Separate studies indicate AI feedback often affirms rather than challenges, potentially skewing users’ judgment. As AI tools, like Instructure’s new agent in higher education, bed down, it’s crucial to reflect on whether the intuitive reasoning of children will survive in environments shaped by profit motives. The educational landscape may soon default to AI reliance, sidelining critical human reasoning essential for effective learning.
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