Michael Trucano

The evolution of the “digital divide”:
The first digital divide: The rich have technology, while the poor do not.
The second digital divide: The rich have technology and the skills to use it effectively, while the poor have technology but lack skills to use it effectively.
The third digital divide?: The rich have access to both technology and people to help them use it, while the poor have access to technology only.
The theme of the most recent Education World Forum (EWF), the world’s largest annual gathering of education ministers, was “new beginnings.” The program featured perspectives from education leaders from all over the world on a variety of topics, many of them evergreen: access to education; educational quality; equity; jobs; skills; the role of teachers; gender; and sustainability. Post-pandemic, more attention was paid to issues of building resilience in education systems than it had been in past years. Reflecting larger societal trends, discussions of the role of education vis-a-vis climate change were heard more often, and at a higher volume. However, one new topic did serve as a sort of thematic connective tissue across all three days of discussions, infusing doses of concern, confusion, worry, and excitement into considerations of whatever was on the formal agenda for ministerial deliberation: the potential role and impact of artificial intelligence (AI) in education.
I sat in on one well-attended and lively discussion session in which a participant recounted a recent assembly at a university in a lower-middle income country in Asia where a student asked a question about the use of ChatGPT—the chatbot that ignited the current explosion of excitement about AI use in education when it was released late last year. The head of the university quickly interrupted, noting that such questions were largely theoretical at the institution as the tool was not yet used in the country in any real way. The speaker then asked the few hundred students in the audience if they had ever used ChatGPT—100 percent of them raised their hands. (Eighty percent of the students kept their hands up when asked a follow-up question: “And how many of you have used it in the last 24 hours?”) Responses in the EWF event hall were a mix of looks of concern and knowing chuckles.
















