The Robot Apocalypse is Already Here: The AI Disruption in Curriculum and Instruction
Abstract
The use of AI (computer system(s) designed to think, reason, and act that would traditionally require human intelligence) in education, for better or for worse, is rapidly leading to a watershed moment in our field. From elementary to graduate level coursework, the use of AI as a tool, a crutch, and sometimes a barrier to authentic teaching is something educators need to delve into. Technology is developing at a rate faster than most can keep up with; now is a critical time to consider the long-lasting implications of how the development of this technology is indicative of a broader turning point in curriculum and instruction. The theme of this year's conference, Curriculum, Interrupted, could not be more suited to this discussion. We will examine the powerfully disruptive force that AI brings into the field of curriculum, both on the practical and theoretical levels. Some of the noteworthy themes and potential problems that we hope to address are:
➢ The AI interruption considered with a critical feminist lens and what this technology means for a largely female profession
➢ The potential for AI to cause further generational divides between teachers and students, teachers and their colleagues, and broader society
➢ The role that AI may have in furthering the marginalization of indigenous and other cultures
➢ AI interruption to human development, both as growing individuals and the society as a whole (including biological development of the brain and development of skills such as critical thinking and empathy)
➢ What role AI and the broader technological landscape may have in the silencing or promotion of non-traditional curriculum and pathways, specifically Montessori education
➢ The ethical considerations tied to AI, including plagiarism and intellectual property concerns
➢ What regulations or policies could mitigate any potential issues AI may cause
➢ What benefits or hope for the future within our field AI may have to offer
Presentation Description
N/A
Location
Room 2
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Corbell, Jazmin; Dyson, Alana; McPeek, Kortlyn; and Lake, Robert, "The Robot Apocalypse is Already Here: The AI Disruption in Curriculum and Instruction" (2025). Curriculum Studies Summer Collaborative. 22.
https://digitalcommons.georgiasouthern.edu/cssc/2025/2025/22
The Robot Apocalypse is Already Here: The AI Disruption in Curriculum and Instruction
Room 2
The use of AI (computer system(s) designed to think, reason, and act that would traditionally require human intelligence) in education, for better or for worse, is rapidly leading to a watershed moment in our field. From elementary to graduate level coursework, the use of AI as a tool, a crutch, and sometimes a barrier to authentic teaching is something educators need to delve into. Technology is developing at a rate faster than most can keep up with; now is a critical time to consider the long-lasting implications of how the development of this technology is indicative of a broader turning point in curriculum and instruction. The theme of this year's conference, Curriculum, Interrupted, could not be more suited to this discussion. We will examine the powerfully disruptive force that AI brings into the field of curriculum, both on the practical and theoretical levels. Some of the noteworthy themes and potential problems that we hope to address are:
➢ The AI interruption considered with a critical feminist lens and what this technology means for a largely female profession
➢ The potential for AI to cause further generational divides between teachers and students, teachers and their colleagues, and broader society
➢ The role that AI may have in furthering the marginalization of indigenous and other cultures
➢ AI interruption to human development, both as growing individuals and the society as a whole (including biological development of the brain and development of skills such as critical thinking and empathy)
➢ What role AI and the broader technological landscape may have in the silencing or promotion of non-traditional curriculum and pathways, specifically Montessori education
➢ The ethical considerations tied to AI, including plagiarism and intellectual property concerns
➢ What regulations or policies could mitigate any potential issues AI may cause
➢ What benefits or hope for the future within our field AI may have to offer
