Hi everyone,
For this assignment, I explored a future mobile device that replaces the smartphone: AI-powered smart display glasses paired with an intelligent earbud. These glasses act as a real-time learning companion, offering holographic explanations, emotional support, and instant guidance directly in a student’s field of view. While this technology could personalize learning and reduce confusion, it also raises concerns about over-reliance, weakened reasoning, and growing inequality. My project imagines what classroom life might look like with these devices and highlights why human judgment, collaboration, and real experiences must remain central to education.
And together let’s think about
How can we design future learning technologies so they strengthen human thinking instead of replacing it?
How do we ensure that mobile intelligence with AI-powered learning tools enhance students’ reasoning and judgment instead of doing the thinking for them?
Please find the link below:
https://sites.google.com/view/sean-jeon-met/project-page/etec-523/a3
Cool concept Sean!
What really stood out to me in your post was the way you talk about mobile intelligence as something that doesn’t take away from what makes us human, but actually makes more space for it. I especially loved your point about people eventually focusing on the utility and ignoring the impact felt really real. We already do that with so much of tech already around us. But the idea that all of this could push us to appreciate the handmade and the imperfect was spot on. Personally, I connected it to the idea that learning isn’t supposed to be clean or automatic, but messy and emotional.
I think topics you mentioned also connected to my Forecasting project: EdI. The way you describe mobile intelligence giving us room to think and create is exactly what I want EdI to offer students who need extra support. It’s not there to take over their learning, just to give them enough help so they can actually show their ideas and personality. Reading your post made me feel like tools like yours and EdI really will fit into a future where tech supports our humanity instead of replacing it, and I really connected with that. If we ever make these projects a reality we should collab! ????
I was impressed by the presentation format of your project, especially the use of multimedia tools like NotebookLM and Gemini Nanobanana Pro, you demonstrate a the awareness of current AI capabilities.
Your final two sections are particularly insightful, moving past the excitement of the technology to pose the fundamental challenge: How do we prevent these powerful tools, the emergence of AI from encouraging cognitive offloading? The solution could be rightly on safeguarding human intelligence, similar to your suggestion, removing the over-reliance on AI while promoting a productive co-existence and co-working model. This is the new frontier for me. I wonder if there would be any sophisticated guidelines, frameworks, or robust studies that can help educators, like me to establish a reliable baseline for this hybrid intelligence model. Specifically, how do we design assignments to require the unique contributions of human reasoning, preventing the AI from doing the thinking for the students? I am still looking answer for it.
Can’t say I’m surprise Sean with your direction here. It was clear in our group project that you have a very forward thinking view of AI/AR software and tools. This proposed tool seems viable given that currently both devices ‘sort of’ already exist but haven’t yet been seen working together or with a specific purpose/context in mind.
You image generations are also great. Curious what your prompts were for the comic book style images. Nice work.
Nice idea! You explained the glasses thoroughly and provided a convincing argument for this technology to have a place in today’s world. The real-time scaffolding and holographic explanations were particularly fascinating. As is the case for many of these technology ideas, it can be a concern that they become a crutch for learners to come dependent on. Your explanation shows how this technology could truly support learning without just doing the work for students.
Connecting the forecast to your own experience at HIVE made the argument relatable. One aspect I found myself thinking about would be how teachers might adapt their pedagogy alongside this technology.
Thanks Sean, this is well done. And perhaps one of the most introspective-inducing post to date (for me).
The key lies in designing for struggle, not just for success. Current mobile intelligence optimizes for efficiency—getting the right answer quickly. But learning requires productive struggle, the cognitive friction that builds neural pathways and deep understanding. As you mention in your A3, this can be circumvented by students, using tech, and a false-sense of competency can be experienced.
‘Intelligence Illusion’ – I love this phrase. Here are some of my own solutions to prevent this while using Smart Display Glasses:
1. Graduated Scaffolding with Intentional Delays. Smart glasses should NOT provide instant answers; the device must be designed to tolerate—even encourage—temporary confusion.
2. Socratic Mode as Default. Rather than “Here’s the answer,” the AI asks: “What have you tried? What do you think is happening here? What would happen if you changed X?”. This forces articulation of reasoning, making thinking visible
3. Mandatory Explanation Requirement. Before receiving next-level help, student must explain current understanding. AI doesn’t unlock hints until student demonstrates active reasoning.
The ‘how’ we would implement these … is a difficult topic and much harder to flesh out.
Hello Sean,
This is a very realistic forecast for the near future and I like that you included a specific year where this technology would be prevalent. You do excellent work describing how the technology works, and specifically how it would be applied in an educational setting. The comics interlaced with text made the presentation more engaging, these comics also summarized your points well. Your thoughts on the consequences of this technology are well thought-out and important considerations for educators. The frequent comparison to mobile devices and the increasing presence of wearable technology convinces the reader of your technology’s likely emergence.
Hey Sean,
Seems there are a few of us viewing AR/VR and mobile MKOs as a perfect intersection of future tech.
I appreciate that you included a section thinking about how these technologies could deepen today’s phone issues. The attention-deficit problem begs the question, “Do people in the next generation need the same attention spans and memory retention skills as they did in the past if wrote knowledge is immediately accessible all the time?
When it comes to emotional regulation piece, I definitely think there’s a “correct” answer here, if we forecast that human-to-human interaction will continue to be valued. (Let’s hope!) Again, as many of these conversations ago, we come back to the philosophical debates about what the future of human intelligence really means; what skills do we value? What will be relevant? What will fall out of relevancy, and what are the impacts of those losses? It’s hard to presage the future!
Anyway, you’ve painted a holistic picture of the possible considerations and fall-out from a technology like this. You’ve covered the positive possibilities, the pitfalls and things to ward against, and the educational imperatives for human learning. My last challenge would be to ask, “why this technology?” Why or how do smart display glasses exemplify a necessary future technology that will likely be developed? Is it simply because of the current trajectory of mobile tech and AI, or is it based on an unmet need or other trend? It’s clear that this technology would be feasible in the near future, but I would say that doesn’t necessarily mean it will happen.
Thanks for your thoughts 🙂
Hi Sean,
I really like this concept and found it fascinating! I also enjoyed the cartoons you included, as they added a fun and engaging element. You make an excellent point about the financial divide between students when it comes to emerging technologies. Some students may not have access to these tools and miss out on valuable learning experiences, while others have more opportunities simply because they can afford them, so I especially appreciate your emphasis on promoting embodied and real-world learning.
Hi Sean,
What a fantastic project you’ve put together here. The write-up, cartoons, and a presentation. I enjoyed all of it.
I really appreciated your focus on the digital tax. Your points really resonated with me because, working in Nunavut, I see the digital divide play out in real time. Access to devices, bandwidth, and even stable connectivity is uneven across communities, and those gaps shape how students can participate in learning. It is especially difficult because southern Canada moves on from certain things while Nunavut has only just implemented that thing. As glasses become more powerful it will be interesting to see how education systems adapt once the platform becomes too big to ignore.
Hi Sean,
We have a very similar idea about what we could possibly do with Smart Glasses! I think with the development in technology, educators could start considering the implications in the classroom if funding stops becoming an issue.
The part of your forecast that resonated with me was the idea of promoting embodied and real-world learning. As a science teacher, I have witnessed the lack of motor skills and basic common sense that is required to work in a lab. Students frequently cross-contaminate materials, don’t apply critical/problem-solving skills, and don’t clean up after themselves. I think the opportunity for redos and the lack of real consequences in VR might make students more lax about developing needed skills and taking situations seriously.
Based on your thoughts, what careers do you think will become obsolete with the development of AI? What role do educators have in preparing students to face the change in the workforce?