1. AI Episode 1: Intro to Artificial Intelligence in Teaching
  2. AI Episode 2: What Does An AI Teaching Assistant Look Like?
  3. AI Episode 3: Implications for Thought Leaders and Policy Developers
  4. Introducing Simulations into Teacher Preparation Programs
  5. Assistive Technology to Support Writing
  6. Enhancing Instruction and Empowering Educators with AI Tools and Technology
  7. So, AI Ruined Your Term Paper Assignment?
  8. Step by Step Use of Chat GPT
  9. CIDDL ChatGPT: Summarizing Text
  10. CIDDL ChatGPT: Solving Multiple Choice Questions
  11. CIDDL ChatGPT: Writing Programs
  12. CIDDL ChatGPT: Solving Word Problems
  13. Artificial Intelligence: Positives and Negatives in the Mathematics Classroom
  14. AI to Support Literacy
  15. Three Free & Easy Tools to Support Tiered Reading in Your Classroom
  16. The Question of Equity in the Age of ChatGPT
  17. CIDDList: 5 AIs You Need to Check Out This Summer!
  18. Mixed Reality Simulations, Personalized Learning, AI, and the Future of Education with Dr. Chris Dede
  19. Foundations for AI and the Future of Teaching and Learning from the US Department of Educational Technology
  20. Apple Enters the AR/VR/MR/XR Scene
  21. ChatGPT, AIs, and the IEP?
  22. There’s An AI for That: A Site Dedicated to Curating AIs
  23. UDL, Design Learning, and Personalized Learning
  24. Embracing the Future: How Teachers Can Harness AI at the Beginning of the School Year
  25. CIDDList: Back-to-School Checklist for Technology in Teacher Preparation Courses
  26. Cracking the Code: Students with Disabilities in the Computer Sciences 
  27. UNESCO Discusses Artificial Intelligence
  28. AI-integrated Apps for Those with Visual Impairments: Camera-Based Identifiers and Readers
  29. Publishers Respond to Generative AI
  30. K-12 Generative AI Readiness Checklist
  31. CIDDL Talks How AI Will Change Special Education at TED
  32. Re-designing and Aligning an Intro to Special Education Class to the UDL Framework through Technology Integration: Minimizing Threats and Distractions
  33. Resources for Learning About AI Going Into 2024
  34. Artificial Intelligence in Education 2023: A Year in Review
  35. Revolutionizing Mathematics Education in K-12 with AI: The Role of ChatGPT
  36. Image Generating AI and Implications for Teacher Preparation
  37. Are We There Yet? AI for Statistical Analysis
  38. Answers to Your AI Questions: A Conversation with Yacine Tazi
  39. Emerging Trends in Special Education Technology: A Doctoral Scholar Symposium
  40. 2024: A Space Odyssey? How AI and Technology of the Present Compares to HAL9000 and the Predictions of 2001: A Space Odyssey
  41. Using ChatGPT for Writing Lesson Plans
  42. Updates in the World of AI
  43. CIDDList: Exploring GPTs Available with ChatGPT Plus
  44. Prompt Engineering for Teachers Using Generative AI: Brainstorming Activities and Resources
  45. Understanding the AI in Your Classroom
  46. Jump on the MagicSchool.ai Bus!
  47. Using AI-Powered Chatbot for Reading Comprehension
  48. The Impact of Artificial Intelligence on Cognitive Load
  49. Apple Intelligence: How Apple’s AI for the Rest of Us Will Impact Special Education Personnel Preparation
  50. Can AI Help With Special Education?
  51. Considerations for Syllabi in a Gen AI World
  52. The Integration of AI Chatbots in Education for Preservice Teachers
  53. Conceptualizing AI Literacy: A Critical Skill for the 21st Century
  54. Empowering Education Leaders: A Toolkit for Safe, Ethical, and Equitable AI Integration
  55. CIDDList: A Year in Review
  56. Updates in Artificial Intelligence
  57. Canva vs. Venngage: Choosing the Right Tool for Your Design Needs
  58. Enhancing Students’ Self-Determination Through Student-AI Collaboration
  59. Teaching AI Literacy in K-12 Education Part Two: Recommendations by Grade Levels
  60. A Brief Review of AI Survey Results
  61. Sora and the Art of AI Image Creation
  62. CIDDL Research and Practice Brief: Generative AI Prompt Engineering for Educators
  63. How Technology Supports Student Choice: Finding the ‘Just-Right’ Balance for Engagement and Learning
  64. How AI NPCs Could Transform Social Skills Training for Students with Social Communication Disorders
  65. Navigating the AI State Guidance in Education
  66. CIDDL Webinar Series: State AI Guidance in K-12 Education
  67. Creating Your Personal GPT
  68. CIDDL Office Hours: How to create your own GPTs
  69. Boost Your Finals Prep with Artificial Intelligence
  70. Is Generative AI Reshaping How We Think? Implications for Higher-Order Executive Functions
  71. End-of-Year Reflections on Using AI in the Classroom: Insights and Innovations from CIDDL Office Hours
  72. CIDDL Office Hours: What are you Reading, Watching, and Listening to Learn about AI?
  73. Episode 1: Rethinking Agency in the Age of AI: Gaining an Initial Understanding
  74. Media Debate and AI in Education: Why Learning Theory Matters
  75. What Does Data Tell Us About AI in K-12 Education
  76. CIDDList: 5 Free AI-Powered Tools to Transform Your Teaching
  77. Rethinking Assessment in the Age of Generative AI
  78. WWDC25 Unveiled: Apple’s New Design, AI, and Accessibility for Classrooms
  79. Learning AI at Home: How Families Can Grow Together in the Age of Smart Technologies
  80. Understanding the Value-Based Decision Making Behind Student AI Use
  81. Episode 2: Rethinking Agency in the Age of AI: Why Does Agency Matter in the Age of AI?
  82. Preparing Special Education Personnel for an AI Future (Part One)
  83. Preparing Special Education Personnel for an AI Future: A Back-to-School Guide for Departments (Part Two of Three)
  84. Practical AI Integration for Special Education Teacher Preparation (Part Three)
  85. CIDDL Office Hour: Welcome Back! Start the Semester with CIDDL Updates
  86. AI Literacy in Teacher Preparation
  87. Beyond Performance: AI Integration for Meaningful Learning
  88. CIDDL Office Hours: Practical AI Applications for Educators
  89. Cool Tools for the New Semester! Enrich Your Teaching and Lighten Your Workload!
  90. CIDDL Office Hours: Exploring AI Literacy in Education
  91. Barriers and Enablers of Technology Integration in Special Education: Implications for Teacher Educators
  92. Using AI to Support IEP Development: Insights from CIDDL’s AI Office Hours
  93. The Future of Accessible Classrooms: How AI Is Opening Doors in Special Education
  94. CIDDL Office Hours: Harnessing AI for Grading and Progress Monitoring
  95. Campus AI Exchange: A Growing Hub for Responsible AI in Higher Education
  96. Teaching AI Literacy: Efforts, Challenges, and Emerging Practices
  97. Countdown to TED 2025: Getting Ready Together
  98. Rethinking How Students Interact With AI: Toward Human-Centered Learning
  99. Special Education Teachers’ Use of Generative AI
  100. Future of Teacher Preparation in the Age of AI: CIDDL at TED 2025
  101. Artificial Intelligence and Executive Functioning: Enhancing Attention, Self-Regulation, and Planning in the Classroom
  102. CIDDL Office Hours: Smarter Data Analytics with AI
  103. CIDDL Office Hours: The Future of AI Integration
  104. Using Artificial Intelligence (AI) to Support Students with Emotional and Behavioral Disorders (EBD)
  105. Summary of UNESCO AI and the Future of Education
  106. AI Integration and the SAMR Framework: A Practical Lens for Instructional Design
  107. Preparing Faculty for the Digital Era: Exploring the ISTE Faculty Standards
  108. Being a Non-Tech Person in a Tech-Driven World
  109. Summary of OECD Digital Education Outlook 2026
  110. Navigating AI in IEP Development: A Framework for Ethical Practice
  111. Beyond the Tool: Designing Coherent AI Systems in Education
  112. Shaping the Future of Special Education: CIDDL at CEC 2026
  113. Generative AI and IEP Goal Development: Implications for Special Education Teacher Preparation
  114. Students Are Already Using AI: What Educators Should Understand About AI Guidance and Support
  115. Is AI Helping Students Think, or Doing It for Them?
  116. AI and Educational Assessment 101
  117. Advancing Writing Outcomes Through AI: Implications for Special Education Teacher Preparation
  118. What New National Evidence on School Phone Bans Means for Special Education Personnel Preparation 
  119. Cognitive Offloading in the Age of AI: Opportunities, Challenges, and Mechanisms
  120. From Blank Page to Literature Review: How AI Can Support Early-Stage Research and Writing Over the Summer 
  121. What Does the Research Actually Say About AI in K-12 Classrooms?
  122. Beyond AI Adoption: Why Asking Better Questions About Privacy and Security Matters
Astronaut in space

2024: A Space Odyssey? How AI and Technology of the Present Compares to HAL9000 and the Predictions of 2001: A Space Odyssey

Authors: Samantha Goldman; info@ciddl.org

You may consider adding it to your watch list if you have never seen the movie 2001: A Space Odyssey or have only seen it once or twice. It takes multiple viewings to fully understand and comprehend both the cinematic beauty and overall storyline. As someone born way after it came out, has seen it in theaters more than four times, and has an affinity for all things technology, this movie is eye-opening and remarkable. Before we proceed, it is important to note that 2001: A Space Odyssey is also a book. I haven’t read it, so I can’t make connections to the present. Thus, this blog will focus solely on the movie. 

A Quick Summary (of a Two and a Half Hour Movie with an Intermission)

2001: A Space Odyssey was originally released in 1968, prior to us going to the moon. It details the evolution of man and the impact of the black monolith. Without giving away too much, the film is segmented into four pieces: the evolution of man, where apes first become tool users, the journey to the international space station to discuss an incident on the moon (the black monolith being unearthed), the trip to Jupiter (this is where we encounter HAL), and the ending segment which I am not sure how to summarize. We will focus on the middle segments for this blog and CIDDL’s mission.

Correlations Between Predicted Technologies and the Technologies of Today

It’s remarkable how 2001 predicted what technologies we would have and how we interact with them. At several points during the movie, characters are observed making video calls and/or receiving video messages, much like modern-day Zoom or Facetime. Whereas we carry our phones in our pockets, characters in the film either visit terminals similar to payphones to access these large stationary devices (and need to pay a fee for using them) or they are mounted screens within the spacecraft (similar to how landlines were mounted to the walls). At one point, one of the main characters, Dr. Floyd, makes a call from the space station to Earth and talks to his young daughter. While she can manipulate the video call and seems unphased by it, the authors underscore an important point we often make within CIDDL. Even though these technologies may seem second nature to us and our students, we still need to teach them how to use them to support academics and life. Dr. Floyd calls to speak to his wife, who is not home, and, instead, has a conversation with his daughter, who is about six. He is trying to ensure that she tells her mom he called, and, just like most six-year-olds, she seems uninterested. The film does not explore technologies that could support reminders. Popular technologies in classrooms today include (1) having Alexa set a reminder, (2) using speech-to-text to write a reminder, or (3) emailing and texting the unreachable person. 

A post in 2001 would only be complete with an in-depth look at HAL9000, the artificial intelligence that controls the spaceship. You may know the quote, “Open the pod bay door, HAL.” If you aren’t, ask your favorite AI assistant (Alexa, Siri, etc.) to “open the pod bay door.” The responses are quite entertaining. HAL is designed to be infallible. According to his program design, he is all-knowing and does not make mistakes. This is beyond our correct conception of AI because ChatGPT has a disclaimer saying it can make things up. This has become known as “hallucination”

While I cannot ask HAL how he compares to ChatGPT, I asked ChatGPT how he compares to HAL. Here’s the response:

I am a text-based AI language model developed by OpenAI, known as ChatGPT. While HAL 9000 is a fictional artificial intelligence from Arthur C. Clarke's "2001: A Space Odyssey," there are some key differences between us:

  • Fiction vs. Reality: HAL 9000 is a fictional character from a science fiction novel and movie, whereas I am a real-world AI developed for various practical applications.
  • Purpose: HAL 9000 was designed to control and manage the systems of the Discovery One spacecraft, including making critical decisions. My purpose is to assist users in answering questions, providing information, and engaging in text-based conversations.
  • Voice Interaction: HAL 9000 communicates using a synthesized voice and can understand and respond to voice commands. I, on the other hand, interact solely through text-based responses.
  • Sentience: HAL 9000 is portrayed as having human-like consciousness and emotions in the story, leading to ethical dilemmas. I am not sentient, and I do not possess consciousness or emotions.
  • Context: HAL 9000's context is limited to the events of the story, while I have access to a wide range of general knowledge up until my knowledge cutoff date in January 2022.

In summary, while both HAL 9000 and I are artificial intelligences, we serve different purposes, exist in different contexts, and have different capabilities. HAL 9000 is a fictional character, whereas I am a tool designed to assist with information and text-based communication.

Join the Conversation

It’s exciting to think of all the innovation in a movie created a half-century ago and align it with our current technology. Have you seen the film? What correlations between the movie and now do you find most fascinating? Share your thoughts in our community!