Digital character in an era of A.I.

What is digital character and why does it matter? Find out with Emma Darcy.

Before we start, I want to issue a disclaimer. Absolutely no part of this article was written with the use of A.I.

Don’t get me wrong, I am a passionate believer in the potential of A.I. to support and enhance the creative process, but, in the case of this article where I am going to discuss what I mean by digital character, to use A.I. in any shape or form would have felt inappropriate.

Since late 2022 and the explosion into the public consciousness of ChatGPT, I have absorbed information about A.I. like a sponge: reading articles, viewing webinars, attending conferences and engaging in discussions with a huge range of educators all working in the field of digital technology. I have also observed first hand the impact that Generative A.I. has had on learners, schools and Trusts – both positive and negative.

Now, as we enter a new academic year, I am totally convinced by one thing – nothing will influence our ongoing relationship with A.I. more than digital character and our self-awareness of how we, as individuals, engage with technology. 

As educators, we know that a key element of our role is to support and guide young people as they navigate their own educational journey, developing not just academic proficiency, but essential skills for life. But then along came Generative A.I., disrupting our belief system with the notion that technology may be able to think faster and more effectively than we can. 

It also accelerated to the fore the understanding that the attributes that make us most “human” are the life skills that will be most valuable. But how can we teach those skills if we ourselves do not have a fundamental awareness of self and what those abilities look and feel like?

So, what is digital character?

I am not going to spend much time here on the future skills that are widely acknowledged to be potentially the most important, as I hope there is a reasonably generic consensus on these. The 21st century skills that are most regularly cited include critical thinking, communication, collaboration and creativity. According to The World Health Organisation, “Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life.” 1 These are people-centric competencies.

What we also know, however, is that our young people are growing up in a world where technology is absolutely ingrained and embedded through all aspects of life and this, in itself, often facilitates a disconnect with the very human interactions that are so imperative to develop future-facing abilities.

I do not propose to address the issue with young people and their relationship with technology, as this is frequently discussed elsewhere. Instead, I want to start with us, the adults in the room, and our children’s role models, as we are often the most contradictory examples.

Digital distractions

Take, for example, the challenge around mobile phones – the topic of much recent discussion in relation to schools. Most educational institutions that I know of do not allow the use of mobile phones by students on the premises. We worry incessantly about “screen time”, the influence of social media and the lack of in-person human interactions. But how many of us actually practice what we preach? Do we go home after work and properly disconnect ourselves from our emails or social media (regardless of your chosen platform)? Do we spend our weekends and downtime going for long walks/runs and enjoying extended periods of digital detox? Or do we have our phone or smartwatch still constantly on hand (no pun intended) ready to notify us of those all-important status updates?

Notifications

Last year, I heard Sir Anthony Seldon speak at the inaugural A.I. in Education Conference at Epsom College and discuss the crucial importance of what, as a human being, it means to be “present.” Really, properly present in the moment and fully aware of both yourself and your surroundings. Upon reflection, I realised that this was something I was extremely poor at doing. As an example, I would sit at home with my family, watching a programme or film together, but my phone would be permanently at my side and when it lit up with a notification, I would check it. Why?! I am not a safeguarding lead about to receive an emergency message in relation to a child (although I fully appreciate that many are). What I was guilty of was an on-the-surface minor habit, but with the wider impact that I was constantly distracted, not giving my family my full attention and not being properly present in the moment.

Being respectful

Another example of where I think we are often guilty as adults of digital disconnect is in meetings, both in person and online. I know that in the classroom we expect our young people to give us their full attention, engaging with the teacher and the learning, unburdened by other diversions. We view this as respectful behaviour. How many of us, however, show digital character and demonstrate this same behaviour when we are in meetings? Are we fully present and engaged or are we still on our phones or tapping away on other devices distracting others and inadvertently suggesting that we don’t think what they have to say is of much importance to us?

How we interact online

Please don’t get me wrong, this is not meant as a criticism of practice which, all too often, I myself have been guilty of. What it is, however, is an attempt to highlight the fact that often, as adults, we will point the finger of blame for inappropriate use at the technology itself, when often the actual issue is really the end user.

If we know, for example, that technology is an area that often suffers from under-representation from certain groups and that A.I. is built on data sets that regularly reflect misogyny and ethnic discrimination, we have a responsibility to challenge those stereotypes through recruitment, education and our own actions.

Finally, if we are to stand any kind of chance with educating our children on how to navigate the online world and A.I. responsibly, we have to demonstrate digital character in our own online interactions. Sadly, we don’t have to look further than the recent rioting and violence to see examples of how toxicity, misinformation and prejudice can spread like wildfire through social media.

When used with integrity, digital platforms can be a place to support communication and connection, as many young people did during lockdown. Unfortunately there are far too many adults who use the environment to burnish egos and perpetuate misinformation, the very “fake news” we warn our students about. 

References

1. UNESCO (2022) ‘TVETipedia Glossary – Life Skills’ Available at: https://unevoc.unesco.org/home/TVETipedia+Glossary/lang=en/show=term/term=life+skills (Accessed: 12 August 2024)