Mindset, skills, and tools: Responsible implementation of technology in learning

A conversation about the future at the University of Akureyri Technological changes in the education system are not a new phenomenon, but the speed and scale of the changes brought about by artificial intelligence have few parallels. To deepen our understanding of this development, I sat down with Helena Sigurðardóttir, an instructional advisor at the Centre for Teaching and Learning at the University of Akureyri, for the podcast episode "Taming the Technology." Our conversation shed light on the journey the education system is on – from the first tablets to complex artificial intelligence models – and the importance of meeting this progress with both an open mind and critical thinking.

From curiosity to the forefront – Personal experience as a driving force

The foundation for the successful implementation of technology is often personal interest and an understanding of user needs. Helena has long had a passion for technology, ever since she was a child who "took things apart and put them back together." This curiosity has followed her through her teaching career and is the common thread in her approach.

Helena shared a remarkable story from when Brekkuskóli school received its first tablets – only four in total for 550 students. Even with limited equipment, she immediately saw how technology could be an uplifting force, especially for students with diverse learning needs. That experience, along with the personal journey of her daughter who deals with dyslexia and dysgraphia, showed her tangibly how technology can equalize opportunities and open new doors. This is the core of responsible technology use: using tools to support and empower people, especially those at a disadvantage.

Artificial intelligence as an ally – Not an automatic solution

With the arrival of artificial intelligence, the landscape changed once again. Helena emphasizes approaching these new tools not with ideas of "flaws" but with an open mind about their "advantages and limitations." Today's limitations may be gone tomorrow, making mindset a key factor.

Instead of viewing artificial intelligence as a tool for submitting assignments without effort, we should see it as a collaborator or a kind of personal tutor. She mentioned an example of a student who used AI to master statistics. By asking the AI to create new and varied examples, the student could practice far more effectively than the textbook alone allowed. This shows how technology can support deeper and more personalized learning, where the student is in control. The goal is to improve the quality of learning and understanding, not to find simple shortcuts.

The balance between technology and solid values

Despite rapid technological advances, the fundamental values of education and academia remain unchanged: honesty, critical thinking, and originality. Helena warns against the danger of relying too much on technology and thereby creating "the perfect echo chamber," where one's own biases are amplified without criticism. She posed the key question: "If a person is submitting a text that is largely written by artificial intelligence, what is the benefit and for whom?"

This question touches the core of the discussion about ethics and responsibility. We need to create a learning environment characterized by psychological safety, where both students and teachers dare to experiment, make mistakes, and openly discuss challenges and dilemmas.

Learning to swim – The importance of active training and collaboration

One of the strongest analogies that emerged from the conversation was that learning to use artificial intelligence is like learning to swim. "It's very difficult to learn to swim just by reading a book," said Helena. It requires active participation, constant training, and repetition. It's not enough to attend a course and then expect to use that knowledge a year later. We need to "swim with the current" and adapt as we go.

She also emphasized the importance of sharing experience and knowledge. By sharing what we learn, both successes and mistakes, we can help others avoid the same pitfalls and accelerate our collective knowledge.

Final words My conversation with Helena Sigurðardóttir was a reminder that technology is, first and foremost, a tool. How we use it, with what mindset, and guided by which values, is what matters most. The University of Akureyri is showing great initiative in this discussion, which is something to celebrate. The task ahead is to tame the technology so that it serves human values, enhances understanding, and supports the well-being of society.