Roy PEA - Paris IAS Ideas - Defining new literacies and education practices

Conference as part of the "Paris IAS Ideas" series. These short presentations mark the beginning of month-long writing residencies during which our visiting researchers will write a paper presenting the "final" version of an idea or concept they have been working on for years. Online presentation by Roy Pea, David Jacks Professor of Education and Learning Sciences at Stanford University's College of Education and College of Computer Science. He is a writing resident at the Paris IAS in April 2026. Defining New Literacies and Educational Practices for Distributed Intelligence in the Age of Generative AI Presentation This research project examines the implications of "distributed intelligence" in the age of generative AI for children's learning objectives and the development of related skills. A large part of the life course agenda involves learning to master and design distributed intelligence using material, social, and symbolic resources external to the mind. Generative AI is an extraordinarily powerful new tool for achieving distributed intelligence, changing the division of labor between humans and machines. But what are the implications for the goals of education and children's learning? ----------------------------------------------------------------------------------------------------------- Lecture as part of the "Paris IAS Ideas" series. These short presentations mark the beginning of one-month writing residencies during which our visiting scholars will write an article presenting the "definitive" version of an idea or concept they have been working on for years. Online talk by Roy Pea, David Jacks Professor of Education & Learning Sciences at Stanford University, School of Education, and Computer Science (Courtesy). He is a Writer-in-Residence in April 2026 at the Paris IAS. Defining new literacies and education practices for distributed intelligence in a Generative AI era Presentation This research project examines the implications of “distributed intelligence” in the age of generative AI for children's learning goals and the development of corresponding skills. Much of the lifelong learning agenda involves learning to master and design distributed intelligence using material, social and symbolic resources outside the mind. Generative AI is an extraordinarily powerful new tool for achieving distributed intelligence, altering the division of labor between humans and machines. But what are the implications for children's educational goals and learning?