Key Takeaways
- Educators must teach students to use AI and VR responsibly rather than banning the technology.
- The danger lies in passive consumption; AI should act as an interactive tutor or “sparring partner,” not a replacement for thinking.
- Optima’s model combines live instruction with VR headsets, allowing students to immerse themselves in historical settings while AI facilitates guided inquiry.
- Teachers should assess the learning process, not just the final answer, to ensure genuine understanding.
- Transparent communication with parents about the purpose and limits of new tools is essential for building trust.
- When used with clear guardrails, AI and VR can expand access to personalized, high‑quality education for all students, regardless of geography.
The Challenge of AI in Education
Artificial intelligence is rapidly reshaping America’s classrooms, leaving educators and parents with a growing challenge: how to teach students to use powerful new technology without allowing it to do the thinking for them. As schools experiment with AI and virtual reality, the central question is not whether to keep these tools away from children, but how to integrate them in a way that supports genuine learning.
Optima’s Vision: Embracing Technology Responsibly
Optima CEO Adam Mangana argues that banning emerging technology is not the solution. “Our job isn’t to ban the future. It’s to master it responsibly,” Mangana told The National News Desk. He believes students need to learn how to use AI and VR with appropriate supervision, turning potentially disruptive tools into assets for deeper understanding.
Parent Anxiety and Passive Consumption
Mangana acknowledges that parent anxiety about increased screen time is valid. “Parent anxiety is valid,” he said. “The danger itself isn’t the technology, but it’s passive consumption.” When students merely stare at a screen, scroll, or let AI complete their homework, they miss the cognitive engagement that drives real learning.
AI as a Socratic Guide
Rather than treating AI as a shortcut, Mangana suggests schools should use it as an interactive resource that asks questions and challenges students to formulate their own answers. “If we can use it as something interactive, acting as a personal tutor or a Socratic guide, it can really be a force multiplier for our students,” he said. This approach transforms AI from a passive answer‑generator into an active learning companion.
Focus on Process Over Product
The distinction between using AI as a crutch and using it as a guide hinges on where assessment focuses. Mangana advises teachers to concentrate on how students arrive at an answer rather than simply evaluating the final product. “That line is really drawn by focusing on the process of learning, not just the outcomes,” he explained. By valuing reasoning, educators can detect when AI is being used thoughtfully versus when it is supplanting effort.
AI as a Sparring Partner
Mangana likens AI to a sparring partner that sharpens human intellect instead of replacing it. “This tool can really maximize human potential when used properly as a sparring partner, not as something to replace humans,” he said. In this metaphor, the student remains the primary thinker, while AI provides counterpoints, hints, and alternative perspectives that stimulate deeper analysis.
Personalized Learning Through Technology
One of AI’s greatest promises is its ability to deliver hyper‑personalized instruction to students who might otherwise lack individualized attention. Mangana notes, “Technology is not designed to replace the struggle, but it can really offer access to so many kids who’ve never had the opportunity for kind of hyper‑personalization in their learning.” Adaptive algorithms can adjust difficulty, provide instant feedback, and surface resources tailored to each learner’s zone of proximal development.
Virtual Reality Integration at Optima
Optima has moved beyond traditional computer screens by embedding virtual reality into its educational model. Students wear VR headsets while still receiving instruction from live teachers, allowing lessons to unfold in immersive environments. This blend of human guidance and experiential tech aims to make abstract concepts tangible.
Historical Immersion Example
Mangana points to Independence Hall as a concrete illustration of VR’s power. “Students are able to put on a VR headset, use AI not to replace learning, but to be able to interview historical figures,” he said. By virtually stepping into the past and engaging AI‑driven simulations of figures like Benjamin Franklin or Thomas Jefferson, learners experience history as an active dialogue rather than a static narrative.
Setting Guardrails for Immersive Tech
While immersion boosts engagement, Mangana stresses the need for clear boundaries. “There haven’t been, to your point, the proper guardrails,” he said. “What we’ve done is built the guardrails to make it safe and use it for serious academic learning.” These guardrails include time limits, defined learning objectives, and teacher oversight to ensure that VR enhances rather than distracts from curriculum goals.
Transparency for Parents
For parents wary of additional screen time, Mangana advises schools to be explicit about why a particular technology is being introduced and what educational purpose it serves. “They should demand transparency and intentionality,” he said. When educators can articulate the specific skills or knowledge a tool is meant to develop, skepticism turns into informed support.
Historical Skepticism Parallels
Skepticism toward new educational technologies is not unprecedented. Mangana draws a parallel to ancient Greece, noting Socrates’ concerns that the written word would weaken memory. “The skepticism is healthy,” Mangana said. Recognizing that each innovation raises legitimate questions helps educators address concerns thoughtfully rather than dismiss them outright.
Screen Time vs Educational Outcomes
Mangana cautions against equating more screen time with better education. “Education shouldn’t be about more screen time just for the sake of screen time,” he said. “It should be about better outcomes.” The metric of success, therefore, lies in measurable gains in comprehension, critical thinking, and application—not merely in the minutes spent with a headset or tablet.
Preparing Students for an AI‑Enabled Future
As AI becomes increasingly accessible both inside and outside school, Mangana believes educators must focus on teaching children how to use it effectively rather than pretending the technology can be kept out of their lives. “When schools are transparent and purposeful with these tools, it can be an incredible force multiplier,” he said. By fostering AI literacy, schools equip students to harness technology as a lever for lifelong learning and problem‑solving.
Conclusion: Democratizing World‑Class Education
Ultimately, Mangana envisions a future where geography no longer dictates educational quality. “We’re in an era now where no matter where you’re born in the United States, you can get access to a world-class education,” Mangana said, “and one that’s tailored to your student.” Through thoughtful integration of AI and VR—guided by clear processes, transparent communication, and robust guardrails—schools can expand personalized, high‑quality learning to every child, turning the challenge of new technology into an opportunity for equity and excellence.
https://katu.com/news/nation-world/in-americas-classrooms-ai-and-vr-prompt-calls-for-new-guardrails-for-students-optima-ceo-adam-mangana-school-virtual-reality-artificial-intelligence-technology-computer-teacher-education-screen-time?teaserSource=databricks