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Ads Creeping You Out? This Could Be Why
Ads Creeping You Out? This Could Be Why
PSA: Instagram and Facebook might be listening to you. Have you seen creepy ads lately, for products that are exactly…
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It's increasingly important for you to tend your own social media farm
It's increasingly important for you to tend your own social media farm
Are you fishing 🐟 in social media or tending your own farm 🐓? Given that the most popular social platforms are nearly…
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Carmen Gomez Menor
Thousands of children in Madrid started the new academic year today under a new regional Decree restricting the individual use of digital devices for students in Early Childhood and Primary Education at publicly funded schools. The role of digital tools—and particularly #artificialintelligence—in education is a topic of global debate. UNESCO recently highlighted this in its publication AI and the Future of Education: Disruptions, Dilemmas and Directions https://lnkd.in/dnPUAykf . While #technology and #AI can enhance creativity and expand access to knowledge, concerns are growing about their impact on attention spans, socialization, and cognitive development, alongside philosophical, ethical, and pedagogical considerations regarding their disruptive potential. Key questions remain: 🔹 How do we balance technology and traditional learning in schools and beyond? 🔹 What is the right mix of digital and analog learning for today’s students? For me, #teachers remain central to this discussion. How do we redefine and support their role in this new AI-driven context, ensuring they continue to inspire curiosity and a love of learning? What do you think? Should we restrict digital learning tools and AI in education, or rethink how we teach, learn, and make sense of the world with these inevitable advances? How we answer this question will help shape the society of tomorrow. Schiller International University #Futureofeducation #AIEthics Alexandra Aaron Silva Marta Muñiz Ferrer fereshteh barei ISMAEL FERNANDEZ CHAVES Toni Garcia Arias Valerio Rocco Lozano, PhD Miriam J. Bernal César Bona José B. Pinto
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