Running with Robots The American High School’s Third Century
Running with Robots: The American High School’s Third Century by Greg Toppo, published by MIT Press on September 28, 2021, explores the evolving landscape of high school education in the context of rapid technological advancements. This 288-page book examines how the shift from a knowledge economy to one dominated by ubiquitous, machine-generated information will impact the American high school system. Through insights from both a journalist and an education leader, the authors delve into the implications of artificial intelligence and other innovations on the future of education.
Readers will find a detailed analysis of current educational practices and a thought-provoking vision of what high schools may look like in twenty years. Toppo and Tracy visit various schools across the United States that are already adapting to these changes, illustrating how students might learn in a world where human and robotic skills complement each other. The narrative includes imaginative scenarios, such as a principal awakening in 2040 to a transformed educational environment, highlighting the potential for technology to enhance learning rather than replace it. This book addresses key subjects such as education and technology, making it a relevant resource for those interested in the future of schooling.
Official synopsis Publisher
EXPLORING AI IN EDUCATION: How the technological changes that are reshaping the future of work will transform the American high school as well.
What will high school education look like in twenty years? High school students are educated today to take their places in a knowledge economy. But the knowledge economy, based on the assumption that information is a scarce and precious commodity, is giving way to an economy in which information is ubiquitous, digital, and machine-generated. In Running with Robots, Greg Toppo and Jim Tracy show how the technological advances that are already changing the world of work will transform the American high school as well.
Toppo and Tracy—a journalist and an education leader, respectively—look at developments in artificial intelligence and other fields that promise to bring us not only driverless cars but doctorless patients, lawyerless clients, and possibly even teacherless students. They visit schools from New York City to Iowa that have begun preparing for this new world. Toppo and Tracy intersperse these reports from the present with bulletins from the future, telling the story of a high school principal who, Rip Van Winkle–style, sleeps for twenty years and, upon awakening in 2040, can hardly believe his eyes: the principal’s amazingly efficient assistant is a robot, calculation is outsourced to computers, and students, grouped by competence and not grade level, focus on the conceptual. The lesson to be learned from both the present and the book’s thought-experiment future: human and robotic skillsets are complementary, not in competition. We can run with robots, not against them.
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