NEPC Review: Productive Struggle: How Artificial Intelligence is Changing Learning, Effort, and Youth Development in Education (Bellwether, June 2025) [Reprint].
Resumen
Thomas M. Philip's review of the Bellwether report, Productive Struggle: How Artificial Intelligence is Changing Learning, Effort, and Youth Development in Education, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
Biografía del autor/a
Thomas M. Philip, University of California, Berkeley
Thomas M. Philip is a Professor and Faculty Director of Teacher Education at the University of California, Berkeley. Philip’s research focuses on how teachers make sense of power and hierarchy in classrooms, schools, and society. He is interested in how teachers act on their sense of agency as they navigate and ultimately transform classrooms and institutions toward more equitable, just, and democratic practices and outcomes. His most recent scholarship explores the possibilities and tensions that emerge with the use of artificial intelligence and digital learning technologies in the classroom, particularly discourses about the promises of these tools with respect to the significance or dispensability of teacher pedagogy.
Citas
[Think Tank Report Reviewed] Kulesa, A. C., Mission, M., Croft, M., & Wells, M. K. (2025, June). Productive struggle: How artificial intelligence is changing learning, effort, and youth development in education. Bellwether. https://bellwether.org/publications/productive-struggle/?activeTab=1
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Derechos de autor 2025 Thomas M. Philip
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