I was in a discussion about common myths about AI. And I wasn't so sure they were myths. AI is definitely not the all singing, all dancing solution it is being promoted as to solve all the problems around education. But it is true that their are commonly held myths or ideas about AI, which generally apply to all technology. So I had some fun trying to write up some of these in just a paragraph.

Misconception #1 Generative AI is AI (only AI) 

A common misconception in education is equating artificial intelligence solely with generative AI tools like ChatGPT or DALL-E. In reality, AI has been quietly enhancing education a long time before these headline-grabbing applications emerged. From adaptive learning platforms that personalise student pathways based on performance patterns, to automated grading systems that provide immediate feedback, to early intervention systems that identify at-risk students, AI has long been working behind the scenes to support teaching and learning. These earlier AI applications, while less visible than today's text and image generators, have been analysing data, recognising patterns, and making predictions to help educators make more informed decisions. Understanding this broader AI landscape helps teachers contextualize current generative tools as merely the latest evolution in a long-established field, rather than viewing them as an entirely new phenomenon requiring completely new approaches. 

Misconception #2 The not for my subject fallacy 

A common misconception among educators is the belief that AI and technology, while beneficial for education generally, don't apply to their specific subject area. This "not-for-my-subject" fallacy overlooks how educational technology has evolved to serve virtually every discipline. From AI-powered language analysis for literature, to interactive simulations for science, to data visualization for mathematics, to virtual field trips for history, to composition tools for music, and even movement analysis for physical education—AI applications exist across the curriculum. The adaptability of AI means it can enhance teaching in any subject, not replacing traditional methods but augmenting them with discipline-specific tools designed for particular curricular needs. Recognising these possibilities requires educators to look beyond generic applications and explore the growing ecosystem of subject-specific technological resources. 

About the Image

This artwork reimagines the use of technology like Augmented Reality and Virtual Reality in education as more than tools for optimization and emphasizes their potential to support creative forms of learning. The anonymous hand studies their handwritten notes vis-a-vis Augmented Reality projections. By highlighting visual references to King’s College Chapel overlaid with diagrams measuring humans, the image envisions image generation expanding beyond efficiency to embrace diverse ways of understanding.