In popular rhetoric, algorithms are something to be scared of, a form of artificial intelligence poised to take over the world. But are algorithms really to be feared? Or might they be helpful tools for automating regular, predictable processes so that we can speed up certain actions? And, if so, might we be able to make use of them in education to foster greater consistency, reduce teacher workload, and improve outcomes for pupils?
Although the word “algorithm” sounds somewhat state-of-the-art, it is in fact very old. It was imported into English, via French and Latin, from the name of the 9th century Arab mathematician al-Khwarizmi.
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