Adam Davidson-Harden, a high school teacher from Ontario, likens studying Shakespeare to “lifting weights for language,” emphasizing the mental engagement it fosters. He warns against the reliance on generative AI (GenAI) for assignments, as seen when a student mistakenly used a non-existent quote from “The Tempest.” This overdependence, he argues, deprives students of crucial opportunities for critical thinking, creativity, and language skills development. Educators are concerned that excessive use of technologies like GenAI and social media might impair cognitive functions, such as focus and concentration. Emma Duerden, a neuroscience researcher, notes that extended social media use can lead to mental fatigue and cognitive difficulties. While GenAI can facilitate learning, its misuse could hinder skill development. Educators like Joel Heng Hartse advocate for teaching students to critically engage with AI tools, highlighting that shortcuts can lead to laziness and a decline in unique perspectives, vital for academic growth.
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