Fewer and fewer teachers want to go on trips with their students. So in Galicia they are entrusting it to companies

For students it is usually the best moment of the course, but if we talk about teachers, excursions are something else: a extra burden of responsibility and headaches. So much responsibility and so many headaches in fact that there are teachers who directly renounce participating in them. At the end of the day, a trip to the Prado, a few days visiting Barcelona or even a week in Rome is experienced differently if you are a kid willing to burn the night away than a teacher with the mission of taking care of twenty teenagers. For some faculty, this panorama is so demotivating that are turning to companies specialized. The objective: ‘outsource’ school trips. One trip, two ways to live it. Each student is a world. There are those in science and literature, extroverted and shy, responsible and brainless… but what the vast majority agree on is what is the best moment of the course: the excursions. Especially those that culminate ESO or high school, getaways of several days that involve spending nights away from home, leaving your region (maybe even the country) and savoring a dose of freedom that you normally don’t have in your daily life. It sounds exciting… unless you are not the student, but the teacher. Not given away. A few years ago Laura Gómez (Lauri Math Teacher), teacher and tiktoker, published a video which accumulates almost 145,000 likes and 2,000 comments in which he told what it is like to go on a school trip when you have to do it from the other side, that of the teachers who for a few days act as tutors-night watchmen. And its message is curious to say the least: these getaways are usually free for teachers, but even so, despite the opportunity to spend a few days of tourism in another country, many flee from that responsibility as from fire. “We’re going on a free trip” You know what? There are no teachers who want to go on study trips. In fact, many trips have had to be canceled because there were no teachers who wanted to go with them and, of course, if there are no teachers there is no trip,” the teacher reveals. The next question is obvious: Why? Why are there teachers who prefer to continue with the classroom routine rather than spend a few days in Paris, Tenerife, London, Rome… with a group of students? “You sleep between little and none.” The answer Laura’s story is quite simple: where kids see days and days of fun, freedom and more or less supervised revelry, teachers often see something else: “It’s a tremendous responsibility to go abroad with a group of teenagers, each with their father and mother. They get sick, anything happens to them… You sleep little to nothing and on top of that you have to be running around all day from one place to another.” The influencer She is not the only one who has spoken publicly about the issue. In 2024 I did it too through the pages of The Voice of Galicia José Ramón Alonso de la Torre, retired teacher from Vilagarcía de Arousa. In an article on the subject, he explained that it is one thing to accompany students on one-day cultural trips and quite another to go with them on trips of several days, often hundreds of kilometers from their homes. “The teachers back down, as has happened in some Arousa high schools, because they know they are at risk,” recognize. @laurimathteacher Would you go on a study trip?👩🏼‍🏫✌🏼🥵 ♬ original sound – ➗LauriMathTeacher➗ “What are they going to do?” “In the press there are often news stories about teachers legally accused of abandonment and abandonment because a student, while going down a slide into a pool, twisted his arm. Or because another was mugged on Paseo de Palma and had his phone stolen. And what are the poor teachers going to do, prohibit them from bathing, accompany each walker?” he was wondering Alonzo. “No, it is not easy to go on an excursion in front of 50 boys and girls ready to take on the world, especially the world at night.” Alcohol, scares, unforeseen events, nights guarding nightclubs and hotel hallways, run-ins with students from other schools… Seen that way, who would want to shoulder that enormous burden of extra responsibility? Outsourcing trips. So far nothing surprising. What is curious is what I revealed yesterday Vigo Lighthouse in a chronicle that explains how some teachers in the region are refusing to go on trips with their students. Given this scenario and to prevent kids from being left without the experience, there are centers in which the function is being outsourced directly. What does that mean? That trips are celebrated, but with teachers, but with other professionals. “Two years ago we had to call a company to travel with the children because no teacher wanted to go. This year we preferred to keep only the 4th year ESO excursions. In third year we would have to count on the company and we decided to stop doing it,” comment to Lighthouse Malores Villanueva, director of an institute in Vigo. Yours is not the only center that has covered the lack of volunteer teachers by resorting to a specialized company. “Pretty strict rules”. One of these businesses, Divertos, assures that it is not an exceptional practice, especially since the pandemic. “There are years when the same center calls us for several outings and other courses for nothing; and they call us again years later. There are promotions that are more complex than others,” comment to Lighthouse its manager, Marivíc García. The service provided not only relieves teachers of responsibility. It also marks the focus of travel. “We have quite strict rules and although at first they protest, they later get along well. They know that if they don’t comply the consequence is losing the trip,” explains Garcia before citing some guidelines they give to young people, such as not … Read more

OpenAI just launched ChatGPT for teachers. The question now is how much education we are willing to delegate to AI

What happens when a teacher uses artificial intelligence to prepare his classes, a student uses it to do homework, and finally, that same teacher uses AI again to correct them? It may not be the norm yetbut that scenario no longer sounds so far away. The speed at which these tools have been integrated into classrooms has opened a fundamental debate: what do we really learn if we let technology do the work for us? And what does the educational system lose if this process becomes a habit? The landing of AI in education is neither coincidental nor recent. Technological tools have been present in classrooms for years, with platforms such as Google Classroom either Moodle. The novelty is not in using technology, but in relying on systems capable of generating content, proposing solutions or even being used in pedagogical decisions. That is where the big developers—Google, Microsoft, Anthropic and, more recently, OpenAI—have decided to go a step further and position themselves at the center of the educational debate. Here OpenAI lands with a dedicated proposal for teachers in the United States. We are talking about a version of ChatGPT Designed for primary and secondary educators, free for verified teachers, with administrative controls for centers and school districts. Unlike the service that almost all of us know, OpenAI ensures that the data generated in these environments will not be used, by default, to train its models. What ChatGPT offers for teachers Personalized assistance. It allows you to enter school level, curriculum and desired format so that the answers adapt to the real style of the classroom. It is the teacher who controls that configuration. Integration with usual resources. You can generate presentations with Canva, import lesson plans or documents from Google Drive and Microsoft 365, and start a conversation with that context already activated. Ideas from other teachers. Show real examples of teachers already using ChatGPT in their classes, directly below the editor, as a source of inspiration. Teaching collaboration. It makes it easy to create custom GPTs and shared templates to plan units, lessons, or assessments among colleagues in the same school or district. Management from the center. It offers a manageable workspace, with secure accounts and differentiated roles for teachers and academic leaders. What is OpenAI pursuing with this? Among the 800 million weekly ChatGPT users there are many teachers. The company explains that they are using the tool to design teaching units, adapt the curriculum to regional standards or generate examples that help evaluate their students. Let’s look at some of the usage examples you have shared: Generate examples for a task You are an expert English teacher. Using the prompts in the accompanying readings, generate seven different sample answers. Responses should be one paragraph in length and range in quality from very well written to very poor. They must be written following the RACES format (restate, respond, cite, explain and summarize). Include a justification for each answer, indicating your level of writing. Plan a multi-week drive My science department is redesigning the 8th grade physical science curriculum and I need help creating a teaching unit based on the attached objectives. Please make a plan for a 20-day unit with 55-minute classes. I need a guiding question for each day to help focus learning. Provide hands-on activities for students to explore these topics. As we can see, AI is here to stay, and trying to ignore it is not an option. The real question is how to use it without replacing the act of learning, which is much more than completing a task. Because if the teacher uses AI to solve what he has to prepare, and the student does the same to deliver what is required of him, what remains of that process beyond compliance? The educational system is not based on the ability to deliver results, but on the ability to think, make mistakes and argue with one’s own knowledge. An MIT study provides data that begins to illuminate the debate: users who wrote essays with ChatGPT produced the text 60% faster, but their cognitive effort was relevant was reduced by 32%. That is, they achieve a more polished result, but with less mental work. Another study, in this case from the SBS Swiss Business Schoolnotes that the increased use of AI is linked to the deterioration of critical thinking skills. We still do not know what effects this dynamic will have in the medium or long term. What we do know is that the classroom has become a territory where big technology companies want to be. And that the real educational challenge of the next decade will not be deciding whether we use AI, but deciding how much of the educational process we are willing to delegate to it. Images | Xataka with Gemini 3 | OpenAI In Xataka | The problem is not that the AI ​​is not able to read the time. The problem is confirming that he does not reason and only repeats what he has seen.

One of the biggest problems in education in Spain is also the most ignored: teachers work too much

Yesterday, the government announced that I was going to shield by law The reduction of school schedule in the classroom of children’s, primary, ESO and high school teachers. The idea is that the recommendations of the current educational law (the Lomloe, an impaished in 2020) become mandatory norms for autonomies. Thus, teachers would have a maximum of 23 hours per week and institute professors one of 18. In this context, “shielding for Lay” means gathering support in a greatly polarized congress and, of course, that has created a huge public debate. Not only about the government’s ability to realize the measure, but also about the measure itself. And skepticism is understandable. For years, many of the work improvements for teachers have not been exactly aligned with the well -being of students. The best example is continuous day in schools: although the available evidence says that The game is better, More and more Spanish schools implement it. And the pressure of the unions in this regard has been key. However, little by we start looking at the data, everything seems to indicate that the reduction of teaching hours is a good measure for students. The situation in Spain is not good. Especially in primary school, teachers They dedicate 20% more to direct teaching of time that the average European Union: 854 hours throughout the course against 703. This, in part, is an inheritance of the crisis. At that time, Rajoy’s government expanded the hours of direct teaching to 25 in primary school already 20 in the institutes. Over time, some communities have reduced those limits (in Galicia the teachers teach 23 hours and in Castilla La Mancha the teachers, 19), but the reality is that the Lomle recommendations have generally been ignored. And the evidence indicates that downloading to teachers is a good idea. To start because it has no negative effects on students. Almost all workload reduction initiatives report the same results: An improvement in the welfare of workers and no significant negative consequence. To continue, because it is a much more cost-effective measure than reducing the rat of the classes. In the background, although reducing the number of students per class is a good measure, there is a point where the cost of continuing to lower it (the facilities that need to be created for it) do not compensate. Reduce school load for teachers has a similar effect. And, to end, because this type of measure They help to resize The non -school work carried out by teachers. The school bureaucracy is getting bigger and so? Erosion quality of teaching. Classing is the most ‘intrinsically attractive’ task for teachers, but it is also the one that wears the most. Being able to balance the impact of each task on the final workload is key in the best teaching innovation programs. Is it enough? Beyond real viability of the proposal, It is inevitable to ask if it’s enough. Education is “a powerful tool to intervene in the problems of segregation, opportunities, performance and conflict.” But We continue giving bandages Without having any plan on the table. Image | Taylor Flowe In Xataka | Opening schools during non -school hours is a good idea. The problem is that we need much more

that students use it to avoid being caught and teachers to catch

Grammarly is a program and browser extension which has been helping us correctly since 2009: ten years before Google Integrate Writing suggestions in Gmail or that generative artificial intelligence will change everything in natural language with chatgpt. And what if it changed, so much that Grammarly has launched An application to improve texts that integrates nine agents. Back to the origins. Grammarly’s new tools are focused on using artificial intelligence for students and teachers to improve in their work: some can write better texts and others can detect plagiarism scanning “databases, academic articles, websites and published works.” In that sense, there is an agent that gives a numerical score that reflects the probability that the text is generated by AI or written by a human. Something striking of the announcement is that the founders of the company, before launching Grammarly, They undertook creating My Dropbox In 2002 (not confusing with Dropbox) with a nature that now recovers: as a plagiarism detector. Why it is important. Grammarly’s movement is relevant because it shows the recent impact of artificial intelligence even in companies that already had a lot of agricultural help component. Now they have to adapt because any great language model can bury them, such as It also happens with Duolingo. But, above all, it is interesting by how it exemplifies the moment that education lives with the boom of chatgpt: in conflict between students that They use artificial intelligence to do essays and other jobs looking not to be detected … And teachers looking for all means that do not “sneak” plagiarized and elaborated with AI, for which they will use an artificial intelligence agent that will also help them correct jobs. Luckily, there are universities that already They are implementing it in class. An agent who makes Stalking To teachers. The thing does not end there: the agent who helps to rewrite texts too Improve the process with the bibliography And deepen something that obsesses students: predict the note. The most impressive thing about Grammarly’s promise is how they claim that he does it: investigate on the Internet about which teacher the subject teaches to try to know his tastes and evaluation priorities, and help the result to approach as much as possible to what he will please. With giving him the name of the professor, subject and the university, the Grammarly agent promises to predict what note we will take out. The great challenge. As a way to differentiate, Grammarly’s proposal is ambitious, because until now there is no detector for the use of artificial intelligence that has been widely accepted as effective. According to A studydetectors we have detected less than 40% of the content generated by modified artificial intelligence to avoid being detected, and are even more imprecise (17.4%) when they have to analyze manipulated content. Some great American universities They do not support the use of detectorsbecause They do not work. For its part, OpenAi launched A tool to detect plagiarismand then He withdrew it silently. Although according to leaks now they have a tool that works, They do not throw it. If Grammarly manages to become the era of artificial intelligence in what Turnitin It has been in traditional plagiarism, it can become an actor who plays a great role in the market. Tensions. That detectors do not work is generating problems, and not only teachers, because work generated by artificial intelligence is sorry as if they were more handmade. Students are suffering from be falsely accused of lyingwith fatal consequences as suspensions in subjects. But in the background there is a reality: students cheating artificial intelligence for artificial intelligence detectors. To a future generated, summarized and read by the. Two years ago, with the launch of GPT-4 still fresh, Javier Lacort, Xataka editor, He drew a future that today sounds even in present: a reality full of emails written by artificial intelligence, in which we summarize those same emails with artificial intelligence, and in which we respond with the same tools. The most comic scenario: that “we turn to AI by postureo, to artificially lengthened emails that the receiver will not read, because that same will be in charge of summarizing it.” Today, integration into Gmail, WhatsApp, social networks and other day -to -day places already makes that future very present. Image | Annie Spratt in Unspash and generated with AI In Xataka | Goal has realized that right now it doesn’t matter to have the best AI. Just have one with the one to have you hooked on the screen

We always imagine Berber pirates as teachers of pillage, but their greatest art was another: negotiation

Centuries ago Berber pirates They supposed a true headache for Spanish sailors, a threat to stalking from the coast of Tunisia, Tripoli or Algiers that could make an expedition end up the worst of the ways: with the prey crew, turned into captives of The privateers Or, worse, in slaves who sold to the highest bidder if no one paid their rescue. Today those pirates from North Africa and the Spanish negotiators who were dealing with them suppose something different For economists: a unique opportunity to study negotiation techniques. And they have already left us a few lessons. Learning thanks to pirates. It sounds strange, but that is what a group of economists from the universities of Duke, Harvard and Vienna was proposed for a while: learn from the negotiations between the Pirates of the Mediterranean and the emissaries in charge of paying for hostage rescues. For this they included data from thousands of captives arrested by the Berber more than three centuries, between 1575 and 1692. The result published it A few years ago in An article Signed by Attila Ambrus, Eric J. Chaney and Igor Salitskiy. But … why? For several reasons. The main one, because the researchers detected in those ‘strip and loosen with pirates an interesting example of negotiations with “Asymmetric information”that is, those in which one of the parts that seeks a deal manages more data than the other. After all, when the pirates arrested the passenger of a ship, they could not be certain of what their social status was, if it came from a family with more or less money or if there were people willing to pay a good sum in exchange for their freedom. “There was an asymmetry of substantial information between the Spaniards and the pirates,” The authors explain in his Paperin which they add that, among other issues, the privateers could not know if the delay of a rescue was due to the lack of interest in the hostage, a strategy to lower the price or simply the difficulties to move in pre -industrial Spain, in which the news could take days to arrive from Africa to the center of the peninsula. Uncertainty, the key. “Although the Algiers knew that the Spaniards preferred to rescue certain types of captives Aya could often identify the individuals of greater rank, there is evidence that they faced the uncertainty about what prisoners they wanted to rescue the Spaniards and how much they were willing to pay,” The researchers point out. In fact, they cite instructions from the time that they advised rescue teams to pretend disinterest in the hostages they wanted. To avoid this, the privateers encouraged captivity to identify each other. A not -so -old problem. The second reason why the analysis is interesting is because the problem of piracy and bailouts is not really so old. In Your article The researchers remember that between 1530 and 1780 the pirates captured and enslaved thousands of people and claim to have used records of 4,680 hostages rescued in 22 expeditions, but the reality is that The kidnappings And rescue follow the agenda in the 21st century, a reality that the authors also point out. Ambrus, Chaney E Salitskiy, for example, remember that the payment of bailouts has been an important source of income for terrorist groups such as ISIS or al Qaeda or that Somali pirates managed A political dilemma and Reason for controversy over the last years, with cases particularly sounded. And what have they discovered? After analyzing negotiations with Mediterranean pirates, experts reached an interesting conclusion: the rush is not good companions for those who want to pay bailouts … or directly those who pursue a most favorable possible agreement in a “asymmetric information” scenario. The reason? After analyzing data that include thousands of captives rescued from the claws of the Berber pirates between the sixteenth and seventeenth centuries, the economists concluded that the delays in the negotiations cheated the payments. “We documented a solid negative relationship between delays in negotiation (measured by captivity time) and the prices of rescue,” They conclude The researchers add: “It should be noted that the results are probably more relevant to current rescue and negotiation situations, which are characterized by unilateral private information.” In fact they consider that the way of acting with the Berber privateers “can contribute ideas” to deal with modern Somali pirates. A percentage: 8%. The researchers even went further and concluded that a year increase in the captivity of the host about 8%. It is an even greater reduction than that can be associated with the prisoner’s own aging, which also influenced the bailouts. “Since the sources suggest that the pirates were concerned with preserving the value of the captives they expected to rescue, this suggests that most of the decrease in the price over time was due to the value of the delay.” Common sense … and something else. That most time relationship, less cost ‘may seem simple (even intuitive), but it is not so easy to establish it. The reason is that more factors come in play. For example, pirates could identify the captives of greater “value”, in exchange for those who requested higher amounts and those who were willing to embark on longer negotiations. In the case of prisoners with a lower “valuation”, with low rescue prices, the process would be faster. Another factor to keep in mind is that in preindustrial Spain, not all negotiations were extended for a strategic issue. Sometimes they did it simply because the news about the captivity took days or weeks to arrive from Algiers to the ports of Alicante, Cartagena or Valencia and from there to the peoples where the families of the hostages lived. That without the time had to raise the funds and move them, something that religious orders used to take care of. The importance of strategy. All these factors are relevant because they influence, among other issues, in the imbalance of information that captors and … Read more

The great AI companies have declared a underground war to a pillar of education: human teachers

We would all like to have a Keating Professor In our lives. One that made us get on the desks to see things from a different perspective and that he would teach us that the most important lesson he has for us is summarized in the words “Carpe Diem”. There are very few who approach that image, but all of them, bad or good, threatens them the same future as Other professions: Be replaced by an AI. Professor 24/7. The narrative of several AI companies is clear: the human teacher is a bottleneck. Each of them serves many students, their knowledge is limited and their finite availability. The AI, they assure those companies, proposes a remarkable alternative. Personalized professors 24/7 with infinite patience and access to all the knowledge of the world. There is a clear problem: that message devalues ​​the teacher’s function as a guide, mentor and catalyst for curiosity and reduces it to a mere transmitter of information. Continuous evaluations. Another of the pillars of the educational system – and one of the tasks that most consumes the teaching staff – is Student evaluation. The AI ​​promises to correct efficiently, massively and immediately, releasing the teacher for other tasks. But again in human evaluation there is much more than a mere correction of errors. The effort, the reasoning process, creativity, originality or even the personal context of the student are evaluated. Biases also pose a clear threat to these evaluations, in addition to promoting a model Based on the correct answer and not in the reflexive process. My school is OpenAi. So far schools, universities and other academic institutions are the guarantors of a theoretically coherent and quality curriculum. The approach of the companies of AI would be that of Become them In “Guardians of knowledge” deciding what is important to learn and how. The risk: lead to a fragmented education and dictated by the interests of the market, eroding the role of education as a pillar of society. Threat to humanities. The AI ​​also raises the irrelevance of memorization – it can already respond to all known knowledge – and bet on skills such as “Prompt Engineering“(know how to ask things to AI) or Technical subjects (Stem). That suggests a clear impact to matters of humanities and critical thinking that we do not apply directly. Fields such as philosophy, art or social skills, hardly quantifiable, would go to the background. The objective would not be as much to train and prepare workers for the technology industry. Goodbye to social investment. Companies that bet on that model have a clear objective: climb and be profitable. AI technology applied to education promises a lot of savings (less physical infrastructure, less teachers) and a highly scalable business. But also imposes a worrying revolution to one of the pillars of society. Bill Gates believes in the future of the teachers of AI. Among the experts who outline that idea is the figure of Bill Gates, co -founder of Microsoft. His commitment to the teachers of AI It was early: Chatgpt had been in the market for just five months when he said that “AIs will reach that capacity, to be as good tutors as any human being.” For him, this technology should also be a “leveling” for society. According to Gates “having access to a tutor is too expensive for most students, especially if that tutor adapts and remembers everything you have done and review your work.” Openai and Khan Academy have the same vision. A year ago the presentation of GPT-4O surprised among other things for that capacity offered by this AI model to talk directly to him. One of the OpenAI demos, carried out in collaboration with Khan Academyhe showed Sal Khan, his founder, contemplating how his son used the model to receive a geometry lesson. The interaction was impeccable and pointed to a future full of teachers of ia locked in our tablet, our mobile or our computer. Khan is of course interested, but it doesn’t hurt see your ted talk on “how AI could save (not destroy) education.” Schools converted into nurseries. Luis von ahn, Founder of Duolingothe poular application to learn languages, it also takes time turning towards the AI. A few days ago he participated in the podcast No priorsand there he commented how although there are very good teachers, “there are not many.” For him, education will change radically because “it is much more scalable to teach with which with teachers.” Even so pointed out That does not mean that teachers disappear: “You will continue to need people who take care of students”, but focused on a new role: “I don’t think schools disappear, because you need nurseries.” Image | Buena Vista Pictures In Xataka | Towards the end of duties: how chatgpt has been inserted in the center of the great debate on education

Bill Gates does not believe that doctors and teachers have a future

Bill Gates has led the technological scene for enough time to know see a disruptive change When you have it in front: AI is one of those changes. In an interview on the occasion of the launch of his new book ‘Sources Code: My beginnings‘, the millionaire has assured that the AI ​​of the future will no longer need human intervention in certain tasks such as the Disease diagnosis or education. It will not be in the short term, but it will be Bill Gates has repeatedly shared his vision of artificial intelligence in different interviews, the last in a recent interview during the program The Tonight Show presented by Jimmy Fallon. During the interview, in addition to remembering the anecdote in which Steve Jobs incredp LSD to improve your productsGates said that AI will have such a significant impact on people’s lives, that humans “will not be necessary for most things.” Although this statement could sound somewhat dystopian and alarming, Gates emphasized that the key is how we use AI to improve our lives instead of fearing it, something that He had already explainedin one of the entries in his personal blog. The millionaire recognized that, at present, the use of AI is still “rare and very expensive”, pointing to those fields, such as medicine or teaching, where assistance It is still closely linked to human specialists In those fields. “With AI, during the next decade, that will become free and usual. It is a very deep change because it solves all those specific problems, such as we do not have enough doctors, mental health professionals. But it brings many changes,” said the founder of Microsoft. Something that already advanced in 2023 in an interview with Sal Khan, founder of Khan Academy, For your podcast ‘Unconfuse Me ‘. Gates clarified that there will be certain activities that humans are going to want to continue doing, such as playing (and seeing) football or humans matches, but there will be other activities in which AI will end up being more efficient than humans and, therefore, they will be abandoned, explained to Jimmy Fallon. The general will be the great transformative leap In the interview that Bill Gates keptWith Arthur Brooks at Harvard University, the millionaire stressed How AI can expand human capacities in areas such as education, health and work. According to Gates, those best human capabilities assisted by AIthey will contribute to accelerate technological advances causing their development curve to be faster and, therefore, reach the majority of users at a very low price. “It is something very deep and even a little scary, because it is happening very fast and there is no upper limit,” Gates explained to Brooks during his interview. Gates believes thatin the first instance, it will be the agents of AI who will change the way in which we interact with AI, becoming specialists in very specific tasks. This was told to Aria Finger and Reid Hoffman, founder of LinkedIn in An interview for your podcast ‘Possible ‘. For example, a duly trained AI agent could help students and workers to develop skills more quickly through personalized learning tools to each student. However, Gates considers that AI, as we know it today, has the days counted. The next great jump is the General Artificial Intelligencethat is closer to Concept of human intelligence. Mustafa Suleyman, Executive Director of Artificial Intelligence of Microsoft and, according to Bill Gates, One of the most vision voices On the future of AI, it aligns with the prediction of Gates in that the current AI and the AI ​​agents are only one Intermediate step towards the great revolution which will mean the arrival of the general AI. “These tools will only temporarily increase human intelligence. They will make us smarter and more efficient for a while, and will generate enormous economic growth, but they are mainly replacing labor,” said Suleyman in his book ‘The coming wave: technology, power and the great dilemma of the 21st century. Gates assured in his interview with Fallon that “there will be some things that we reserve (to make humans). But in terms of producing, transporting and Cultivate foodover time those problems will be practically solved, “Gates said. In Xataka | Bill Gates believes that the future goes through the three -day work week. The problem is that we don’t have so much money Image | Flickr (Government Tom Wolf)

Log In

Forgot password?

Forgot password?

Enter your account data and we will send you a link to reset your password.

Your password reset link appears to be invalid or expired.

Log in

Privacy Policy

Add to Collection

No Collections

Here you'll find all collections you've created before.