RISKS

Despite the many opportunities that exist, it is wise to exercise caution when utilising adaptive learning technologies.  These technologies utilise smart algorithms and, as a result, are not passive.  This can lead to a slightly complex relationship between the teacher and the software (Knox, 2015).  A key risk is that an educator may defer too much to the technology and not exercise ultimate control over the learning process.  They should view the maths platforms as a teaching assistant, or a co-teacher, rather than the oracle of knowledge. 

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As discussed on the introduction page, algorithms have the capacity to remove certain human errors and bias.  However, algorithms also have the capacity to not be objective, impartial or reliable (Kitchin, 2017).  They are only ever as good as the people that have created them and cannot replace the knowledge and understanding that a human teacher can possess.  With regard to the adaptive learning platforms listed on Compare the Macaque, a teacher should be able to better diagnose any student misconceptions and provide better instruction to close out these knowledge gaps. 

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Without a human expert overseeing the process, the algorithmic systems that the adaptive learning platforms use have the capacity to reproduce and amplify inequalities (Knox et al., 2020).  For example, a teacher who works in a multiculturally diverse context may well work with a wide range of abilities and understanding about numbers, much of it emanating from the learners’ cultural backgrounds.  If the smart algorithms are not cognisant of this, deeper misunderstanding of mathematical concepts may be the outcome.  For this reason, it is the teacher’s responsibility to oversee at all times and use their knowledge and expertise to do what is right for their own students.