політика, бізнес, народ

As young children went back to school across Sweden last month, many of their teachers were putting a new emphasis on printed books, quiet reading time and handwriting practice and devoting less time to tablets, independent online research and keyboarding skills.

The return to more traditional ways of learning is a response to politicians and experts questioning whether the country’s hyper-digitalized approach to education, including the introduction of tablets in nursery schools, had led to a decline in basic skills.

Swedish Minister for Schools Lotta Edholm, who took office 11 months ago as part of a new center-right coalition government, was one of the biggest critics of the all-out embrace of technology.

“Sweden’s students need more textbooks,” Edholm said in March. “Physical books are important for student learning.”

The minister announced last month in a statement that the government wants to reverse the decision by the National Agency for Education to make digital devices mandatory in preschools. It plans to go further and to completely end digital learning for children under age 6, the ministry also told The Associated Press.

Although the country’s students score above the European average for reading ability, an international assessment of fourth-grade reading levels, the Progress in International Reading Literacy Study, highlighted a decline among Sweden’s children between 2016 and 2021.

In 2021, Swedish fourth-graders averaged 544 points, a drop from the 555 average in 2016. However, their performance still placed the country in a tie with Taiwan for the seventh-highest overall test score.

In comparison, Singapore — which topped the rankings — improved its PIRLS reading scores from 576 to 587 during the same period, and England’s average reading achievement score fell only slightly, from 559 in 2016 to 558 in 2021.

Some learning deficits may have resulted from the coronavirus pandemic or reflect a growing number of immigrant students who don’t speak Swedish as their first language, but an overuse of screens during school lessons may cause youngsters to fall behind in core subjects, education experts say.

“There’s clear scientific evidence that digital tools impair rather than enhance student learning,” Sweden’s Karolinska Institute said in a statement last month on the country’s national digitalization strategy in education.

“We believe the focus should return to acquiring knowledge through printed textbooks and teacher expertise, rather than acquiring knowledge primarily from freely available digital sources that have not been vetted for accuracy,” said the institute, a highly respected medical school focused on research.

The rapid adoption of digital learning tools also has drawn concern from the United Nations’ education and culture agency.

In a report published last month, UNESCO issued an “urgent call for appropriate use of technology in education.” The report urges countries to speed up internet connections at schools, but at the same time warns that technology in education should be implemented in a way so that it never replaces in-person, teacher-led instruction and supports the shared objective of quality education for all.

In the Swedish capital, Stockholm, 9-year-old Liveon Palmer, a third-grader at Djurgardsskolan elementary school, expressed his approval of spending more school hours offline.

“I like writing more in school, like on paper, because it just feels better, you know,” he told the AP during a recent visit.

His teacher, Catarina Branelius, said she was selective about asking students to use tablets during her lessons even before the national-level scrutiny.

“I use tablets in math and we are doing some apps, but I don’t use tablets for writing text,” Branelius said. Students under age 10 “need time and practice and exercise in handwriting … before you introduce them to write on a tablet.”

Online instruction is a hotly debated subject across Europe and other parts of the West. Poland, for instance, just launched a program to give a government-funded laptop to each student starting in fourth grade in hopes of making the country more technologically competitive.

In the United States, the coronavirus pandemic pushed public schools to provide millions of laptops purchased with federal pandemic relief money to primary and secondary students. But there is still a digital divide, which is part of the reason why American schools tend to use both print and digital textbooks, said Sean Ryan, president of the U.S. school division at textbook publisher McGraw Hill.

“In places where there is not connectivity at home, educators are loath to lean into digital because they’re thinking about their most vulnerable (students) and making sure they have the same access to education as everyone else,” Ryan said.

Germany, which is one of the wealthiest countries in Europe, has been famously slow in moving government programs and information of all kinds online, including education. The state of digitalization in schools also varies among the country’s 16 states, which are in charge of their own curricula.

Many students can complete their schooling without any kind of required digital instruction, such as coding. Some parents worry their children may not be able to compete in the job market with technologically better-trained young people from other countries.

Sascha Lobo, a German writer and consultant who focuses on the internet, thinks a national effort is needed to bring German students up to speed or the country will risk falling behind in the future.

“If we don’t manage to make education digital, to learn how digitalization works, then we will no longer be a prosperous country 20 years from now,” he said in an interview with public broadcaster ZDF late last year.

To counter Sweden’s decline in fourth-grade reading performance, the Swedish government announced an investment worth $64.7 million in book purchases for the country’s schools this year. Another 500 million kronor will be spent annually in 2024 and 2025 to speed up the return of textbooks to schools.

Not all experts are convinced Sweden’s back-to-basics push is exclusively about what’s best for students.

Criticizing the effects of technology is “a popular move with conservative politicians,” Neil Selwyn, a professor of education at Monash University in Melbourne, Australia, said. “It’s a neat way of saying or signaling a commitment to traditional values.”

“The Swedish government does have a valid point when saying that there is no evidence for technology improving learning, but I think that’s because there is no straightforward evidence of what works with technology,” Selwyn added. “Technology is just one part of a really complex network of factors in education.”
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The cost of building an artificial intelligence product like ChatGPT can be hard to measure.

But one thing Microsoft-backed OpenAI needed for its technology was plenty of water, pulled from the watershed of the Raccoon and Des Moines rivers in central Iowa to cool a powerful supercomputer as it helped teach its AI systems how to mimic human writing.

As they race to capitalize on a craze for generative AI, leading tech developers, including Microsoft, OpenAI and Google, have acknowledged that growing demand for their AI tools carries hefty costs, from expensive semiconductors to an increase in water consumption.

But they’re often secretive about the specifics. Few people in Iowa knew about its status as a birthplace of OpenAI’s most advanced large language model, GPT-4, before a top Microsoft executive said in a speech it “was literally made next to cornfields west of Des Moines.”

Building a large language model requires analyzing patterns across a huge trove of human-written text. All that computing takes a lot of electricity and generates a lot of heat. To keep it cool on hot days, data centers need to pump in water — often to a cooling tower outside its warehouse-sized buildings.

In its latest environmental report, Microsoft disclosed that its global water consumption spiked 34% from 2021 to 2022 (to nearly 1.7 billion gallons, or more than 2,500 Olympic-sized swimming pools), a sharp increase compared to previous years that outside researchers tie to its AI research.

“It’s fair to say the majority of the growth is due to AI,” including “its heavy investment in generative AI and partnership with OpenAI,” said Shaolei Ren, a researcher at the University of California, Riverside, who has been trying to calculate the environmental impact of generative AI products such as ChatGPT.

In a paper due to be published later this year, Ren’s team estimates ChatGPT gulps up 500 milliliters of water (close to what’s in a 16-ounce water bottle) every time you ask it a series of between 5 to 50 prompts or questions. The range varies depending on where its servers are located and the season. The estimate includes indirect water usage that the companies don’t measure — such as to cool power plants that supply the data centers with electricity.

“Most people are not aware of the resource usage underlying ChatGPT,” Ren said. “If you’re not aware of the resource usage, then there’s no way that we can help conserve the resources.”

Google reported a 20% growth in water use in the same period, which Ren also largely attributes to its AI work. Google’s spike wasn’t uniform — it was steady in Oregon, where its water use has attracted public attention, while doubling outside Las Vegas. It was also thirsty in Iowa, drawing more potable water to its Council Bluffs data centers than anywhere else.

In response to questions from The Associated Press, Microsoft said in a statement this week that it is investing in research to measure AI’s energy and carbon footprint “while working on ways to make large systems more efficient, in both training and application.”

“We will continue to monitor our emissions, accelerate progress while increasing our use of clean energy to power data centers, purchasing renewable energy, and other efforts to meet our sustainability goals of being carbon negative, water positive and zero waste by 2030,” the company’s statement said.

OpenAI echoed those comments in its own statement Friday, saying it’s giving “considerable thought” to the best use of computing power.

“We recognize training large models can be energy and water-intensive” and work to improve efficiencies, it said.

Microsoft made its first $1 billion investment in San Francisco-based OpenAI in 2019, more than two years before the startup introduced ChatGPT and sparked worldwide fascination with AI advancements. As part of the deal, the software giant would supply computing power needed to train the AI models.

To do at least some of that work, the two companies looked to West Des Moines, Iowa, a city of 68,000 people where Microsoft has been amassing data centers to power its cloud computing services for more than a decade. Its fourth and fifth data centers are due to open there later this year.

“They’re building them as fast as they can,” said Steve Gaer, who was the city’s mayor when Microsoft came to town. Gaer said the company was attracted to the city’s commitment to building public infrastructure and contributed a “staggering” sum of money through tax payments that support that investment.

“But, you know, they were pretty secretive on what they’re doing out there,” he said.

Microsoft first said it was developing one of the world’s most powerful supercomputers for OpenAI in 2020, declining to reveal its location to the AP at the time but describing it as a “single system” with more than 285,000 cores of conventional semiconductors and 10,000 graphics processors — a kind of chip that’s become crucial to AI workloads.

Experts have said it can make sense to “pretrain” an AI model at a single location because of the large amounts of data that need to be transferred between computing cores.

It wasn’t until late May that Microsoft’s president, Brad Smith, disclosed that it had built its “advanced AI supercomputing data center” in Iowa, exclusively to enable OpenAI to train what has become its fourth-generation model, GPT-4. The model now powers premium versions of ChatGPT and some of Microsoft’s own products and has accelerated a debate about containing AI’s societal risks.

“It was made by these extraordinary engineers in California, but it was really made in Iowa,” Smith said.

In some ways, West Des Moines is a relatively efficient place to train a powerful AI system, especially compared to Microsoft’s data centers in Arizona, which consume far more water for the same computing demand.

“So if you are developing AI models within Microsoft, then you should schedule your training in Iowa instead of in Arizona,” Ren said. “In terms of training, there’s no difference. In terms of water consumption or energy consumption, there’s a big difference.”

For much of the year, Iowa’s weather is cool enough for Microsoft to use outside air to keep the supercomputer running properly and vent heat out of the building. Only when the temperature exceeds 29.3 degrees Celsius (about 85 degrees Fahrenheit) does it withdraw water, the company has said in a public disclosure.
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