This week, we had the privilege of virtually sitting down with Dave Cormier, an educator whose résumé is as impressive as it is eclectic. From teaching in South Korea and Slovakia to working with footwear engineers (yes, really), Cormier brings a worldly perspective to the conversation about technology in education. Currently, he’s shaping the minds of Bachelor of Education students at the University of Windsor, all while questioning some of the most entrenched assumptions about teaching and learning.
Cormier’s insights were refreshingly candid, often challenging popular narratives about how technology should (or shouldn’t) fit into education. Let’s take a deep dive into the lessons we learned—and the questions we’re still grappling with—after hearing his thought-provoking talk.
Building upon the foundational ideas previously discussed by Haneefat Jinadu, Ayodele Ogegbo, and Jason Desjarlais, Cormier’s viewpoints provide a nuanced understanding of the opportunities and challenges that AI, VR, and other emerging technologies present in educational settings.
VR in K-12: A Case of Overkill?
Let’s start with one of Cormier’s boldest assertions: Virtual Reality (VR) has no business in K-12 education. While VR is often touted as the next big thing for student engagement, Cormier argued that it’s more spectacle than substance for younger learners. Sure, it’s cool to don a headset and explore ancient Rome or dissect a pig in a virtual lab, but is it necessary? According to Cormier, not really. He pointed out that VR is resource-intensive, logistically challenging, and potentially overcomplicates things when simpler, more effective methods might do the trick. It’s like bringing a chainsaw to cut a birthday cake—impressive, but is it the best tool for the job?
Connection to Haneefat’s Work: This perspective contrasts with Haneefat Jinadu’s video, Reshaping the Future of Education: AI and VR, and Kristen Tamm’s TedTalk, VR and AI in Education: The Future of Learning, which highlighted the immersive, hands-on learning opportunities VR can offer. Haneefat emphasized how VR can bridge gaps in engagement and create dynamic learning experiences. Cormier, however, challenges us to think critically: Does the wow factor justify the logistical and financial hurdles?
Reflection: Maybe VR is like glitter—fun in theory, but once you bring it into the classroom, it’s hard to manage and nearly impossible to clean up. Before we jump on the VR bandwagon, let’s ensure it’s truly adding value and not just shiny distraction.
Generative AI: It’s Not Skynet, Just a Symptom
Cormier didn’t mince words about Generative AI (Gen AI): It’s not the enemy. In fact, he argued that AI itself isn’t the real challenge—it’s merely a symptom of the abundance of information available online. Think of AI as the over-energetic child in a room full of candy; it’s reacting to the environment it’s been given. The real issue lies in teaching students to navigate and make sense of the overwhelming amount of knowledge at their fingertips.
Cormier also made a surprising claim: AI literacies don’t exist. What does exist are broader critical thinking skills that help people evaluate and use AI effectively. Instead of panicking about AI taking over, we should focus on fostering these skills in our students.
Connection to Ayodele’s Work: Ayodele Ogegbo explored both the promises and pitfalls of AI in education through AI in Education and Ahmad et al.’s article, Impact of Artificial Intelligence on Human Loss in Decision Making, Laziness, and Safety in Education. While Ayodele raised concerns about privacy and over-reliance on AI, Cormier shifted the focus to what educators can control: preparing students to critically analyze the flood of information, whether it’s generated by AI or another source.
Reflection: Gen AI isn’t the villain in our story; it’s more like a badly behaved sidekick. The challenge lies in helping students harness its potential while avoiding its pitfalls. Critical thinking is the real superpower we should be teaching.
Assignments: Breaking Up with Tradition
Cormier had no qualms about tackling one of education’s sacred cows: traditional assignments. He argued that the age-old belief that “doing assignments leads to learning” is no longer valid in today’s information-saturated world. Why? Because students can often find the answers faster than they can write them down, which means assignments often become exercises in regurgitation rather than understanding.
Connection to Jason’s Work: Jason Desjarlais’ annotation of Dharmendra Kumar’s chapter in Infinite Horizons: Exploring the Unknown dovetails nicely with this idea. Kumar explored how emerging technologies like blockchain and AI could revolutionize assessment methods. Similarly, Cormier’s critique challenges educators to rethink how we evaluate learning. If assignments are no longer the gold standard, what could replace them? Project-based learning? Collaborative tasks? Real-world problem-solving?
Reflection: Maybe it’s time to Marie Kondo our approach to assignments—if it doesn’t spark engagement or deepen understanding, let it go.
Global Perspectives and Practical Experience
Cormier’s career, which spans continents and industries, gives him a unique vantage point on the role of technology in education. His experience working in South Korea and Slovakia, coupled with his time as a tech consultant and teacher at all levels, underscores the importance of context when implementing new tools. What works in one setting might flop in another. This global perspective reminds us that the “classroom of the future” doesn’t look the same everywhere.
Reflection: Cormier’s insights remind us that successful technology integration isn’t about chasing trends. It’s about understanding the needs of your students, your school, and your community—and then making thoughtful, informed choices.
How ChatGPT Helped Write This Blog Post
Let’s not ignore the elephant—or rather, the AI—in the room. This blog post is the result of a collaboration with ChatGPT. I began by gathering insights from Dave Cormier’s session and annotations provided by Haneefat, Ayodele, and Jason. ChatGPT helped me organize these ideas, refine my arguments, and add a touch of wit to keep things engaging. The process wasn’t just about saving time—it was about using AI as a creative partner to enhance clarity and cohesion.
By integrating AI into my writing process, I was able to focus on the bigger picture: making connections between the ideas and presenting them in a way that’s thoughtful and accessible.
Final Thoughts: Learning Beyond the Tech
Dave Cormier’s talk challenged us to rethink not just how we use technology in education, but why. From questioning VR’s practicality in K-12 to reframing the role of AI as a symptom rather than a solution, his insights push us to move beyond surface-level trends and dig into what truly matters.
The future of education isn’t about flashy tools or endless assignments—it’s about fostering critical thinkers, adaptive learners, and ethical digital citizens. And maybe, just maybe, it’s about leaving glitter and pineapple pizza out of the equation. After all, the best classrooms aren’t the ones with the fanciest tech—they’re the ones that spark curiosity, engagement, and a lifelong love of learning. Let’s build those.
