NEPC Review: 'Productive Struggle: How Artificial Intelligence Is Changing Learning, Effort, and Youth Development in Education' (Bellwether, June 2025)
Saved in:
| Title: | NEPC Review: 'Productive Struggle: How Artificial Intelligence Is Changing Learning, Effort, and Youth Development in Education' (Bellwether, June 2025) |
|---|---|
| Language: | English |
| Authors: | Thomas M. Philip, University of Colorado at Boulder, National Education Policy Center (NEPC) |
| Source: | National Education Policy Center. 2025. |
| Availability: | National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Great Lakes Center for Education Research and Practice |
| Document Type: | Reports - Evaluative Opinion Papers |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Educational Change, Cognitive Processes, Critical Thinking, Problem Solving, Affordances, Reports, Criticism, Misconceptions, Learning Processes, Validity |
| Abstract: | "Productive Struggle: How Artificial Intelligence is Changing Learning, Effort, and Youth Development in Education," recently released by Bellwether, considers the role of GenAI in education. It proposes a criterion for evaluating these new technologies' impact on student learning: When does ease afforded by GenAI enable greater learning, and when is ease a shortcut with a hidden cost? Toward this end, it examines how AI-powered tools may interact with a student's memory and information processing, attention and engagement, motivation and mindset, and metacognition and self-regulation. Unfortunately, the report conflates the distinct and often implicit meanings of learning, which leads to unjustified conclusions about the potential impact of AI in education. Taking a highly individualistic lens to learning, and thus often overlooking complex classroom environments that impact learning, the report also makes unfounded inferences about the use of AI-powered tools in classrooms. Further, it does not offer proactive recommendations to mitigate the known harm associated with the use of GenAI, particularly when used with children and youth. In sum, while the report restates and reminds us of important questions that must be addressed, its usefulness for policymakers is quite limited. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED677339 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED677339 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED677339 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: NEPC Review: 'Productive Struggle: How Artificial Intelligence Is Changing Learning, Effort, and Youth Development in Education' (Bellwether, June 2025) – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Thomas+M%2E+Philip%22">Thomas M. Philip</searchLink><br /><searchLink fieldCode="AR" term="%22University+of+Colorado+at+Boulder%2C+National+Education+Policy+Center+%28NEPC%29%22">University of Colorado at Boulder, National Education Policy Center (NEPC)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22National+Education+Policy+Center%22"><i>National Education Policy Center</i></searchLink>. 2025. – Name: Avail Label: Availability Group: Avail Data: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 11 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Great Lakes Center for Education Research and Practice – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Evaluative<br />Opinion Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Reports%22">Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Criticism%22">Criticism</searchLink><br /><searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: "Productive Struggle: How Artificial Intelligence is Changing Learning, Effort, and Youth Development in Education," recently released by Bellwether, considers the role of GenAI in education. It proposes a criterion for evaluating these new technologies' impact on student learning: When does ease afforded by GenAI enable greater learning, and when is ease a shortcut with a hidden cost? Toward this end, it examines how AI-powered tools may interact with a student's memory and information processing, attention and engagement, motivation and mindset, and metacognition and self-regulation. Unfortunately, the report conflates the distinct and often implicit meanings of learning, which leads to unjustified conclusions about the potential impact of AI in education. Taking a highly individualistic lens to learning, and thus often overlooking complex classroom environments that impact learning, the report also makes unfounded inferences about the use of AI-powered tools in classrooms. Further, it does not offer proactive recommendations to mitigate the known harm associated with the use of GenAI, particularly when used with children and youth. In sum, while the report restates and reminds us of important questions that must be addressed, its usefulness for policymakers is quite limited. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: ED677339 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED677339 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 11 Subjects: – SubjectFull: Artificial Intelligence Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Educational Change Type: general – SubjectFull: Cognitive Processes Type: general – SubjectFull: Critical Thinking Type: general – SubjectFull: Problem Solving Type: general – SubjectFull: Affordances Type: general – SubjectFull: Reports Type: general – SubjectFull: Criticism Type: general – SubjectFull: Misconceptions Type: general – SubjectFull: Learning Processes Type: general – SubjectFull: Validity Type: general Titles: – TitleFull: NEPC Review: 'Productive Struggle: How Artificial Intelligence Is Changing Learning, Effort, and Youth Development in Education' (Bellwether, June 2025) Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: University of Colorado at Boulder, National Education Policy Center (NEPC) – PersonEntity: Name: NameFull: Thomas M. Philip IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Type: published Y: 2025 Titles: – TitleFull: National Education Policy Center Type: main |
| ResultId | 1 |
