­
Driverless cars: technology trumps experience - again (Updated) — ICT & Computing in Education
  • Front Page
  • Search
    • Digital Education
    • Terry Freedman's Books Bulletin
  • RSS
    • Welcome
    • The "About" Page
    • Testimonials
    • CV/Resumé
    • My Writing
    • Published articles
  • Corrections Policy
Menu

ICT & Computing in Education

Articles on education technology and related topics
  • Front Page
  • Search
  • Newsletters
    • Digital Education
    • Terry Freedman's Books Bulletin
  • RSS
  • Info
    • Welcome
    • The "About" Page
    • Testimonials
    • CV/Resumé
    • My Writing
    • Published articles
  • Corrections Policy

Driverless car, by Terry Freedman

Driverless cars: technology trumps experience - again (Updated)

May 30, 2023

I wrote the article below on this day back in 2014. As far as I can tell, it still isn’t that much out of date as far as the technology and its practical application are concerned. (I haven’t checked on the legal aspects.) For example, see this article about Elon Musk’s plans.

If you want an excellent example of the triumph of hope over experience, look no further than the generally rapturous welcome given to the news that Google has produced a driverless car with no brakes and no steering wheel.

Google's driverless carAccording to Chris Urmson, the director of Google’s self-driving car project:

“They won’t have a steering-wheel, accelerator pedal, or brake pedal . . . because they don’t need them,” he wrote of the prototypes. “Our software and sensors do all the work.”  (Google steers new course with driverless car)

In fact, all the car’s “driver” has to do is press a button to start or stop. Presumably he or she has to programme in the route too, unless that has already been determined, eg on a set run from A to B.

This is a brilliant proof of concept, but to think it could become a reality on mainstream roads any time soon is nuts. Oh, and before someone says, “Well, what about the Docklands Light Rail, which uses driverless trains?” Well actually, they don’t. The trains travel without anyone driving them, but they always have an operator on board who can drive the train in case of an emergency.

This provides an excellent case study for students of computing. The programming is incredible. According to an article in The Guardian,

“Google's cars use an array of sensors to map the world around them in real-time. On the roof, a spinning laser creates a 3D model of every major object surrounding it, be they fellow road users or potential hazards such as pedestrians and cyclists. Cameras on the front and sides supplement that model by looking out for important visual information such as road signs or traffic lights.” (Self-driving cars face a long and winding road to success)

(See Look, Ma, no hands: Google to test 200 self-driving cars for more information on how it all works.)

But there are numerous obstacles to overcome:

Technical

  • In order to work properly, the maps that the car uses must be accurate down to the level of inches, eg it has to know the height of curbs.

  • The maps also have to be absolutely up-to-date in real time.

Ethical

  • If a situation on the road develops that means the car has to choose between hurting one person rather than another, which one should it choose?

  • If or when someone is hurt as a result of that choice, who is responsible?

  • Do we really want Google not only knowing what we like, but where we go -- and when we go there -- as well?

Legal

  • Driverless cars are still illegal in many parts of the world, and I can’t see that changing any time soon.

Practical

Based on experience, even if the challenges above are overcome, what about the following?

What happens when…

  • someone steals the laser sensor thing on top of the car?

  • the software goes wrong?

  • someone develops a hack that will take over your car – what a great way of abducting someone, or worse.

  • you need to accelerate out of a dangerous situation?

  • you need to get away from someone who is trying to harm you?

  • you need to get someone to the hospital quickly because they have gone into labour?

The idea that you don’t need a brake pedal or a steering wheel or an accelerator is, frankly, ludicrous if driverless cars are to be used in everyday driving. I can see something like this being useful in the form of a shuttle service between, say, the aircraft and the departure lounge, but beyond that I think we need to think about the wider issues. At the very least, there should be the option for the driver to exercise his or own judgement where necessary.

Paperless office?

Your newsletter editor is hard at work sifting through the submissions for Digital Education, the free newsletter for education professionals. Have you subscribed yet?

Read more about it, and subscribe, on the Newsletter page of the ICT in Education website.

We use a double opt-in system, and you won’t get spammed.

In Computing, News & views, Unintended consequences Tags Google, computing, digital literacy, driverless cars, unintended consequences, autonomous cars
Share
← The Magic of Human-Computer Communication (revisited)5 Minute Tip: Starting A New Job (updated) →
Recent book reviews
Review: Bad Education: Why Our Universities Are Broken and How We Can Fix Them
Review: Bad Education: Why Our Universities Are Broken and How We Can Fix Them

One has the impression that the main role of the university these days is to maximise profit, while that of the majority of teaching staff is to ensure the ‘correct’ views are passed on to students. All the while, students’ main concern seems to be to seek protection from anything that might make them feel unsafe.

Read More →
Review: Next Practices - An Executive Guide for Education Decision Makers
Review: Next Practices - An Executive Guide for Education Decision Makers

Is a 2014 book on managing the computing provision in a school still worth buying?

Read More →
Still relevant (sadly): How to lie with statistics, by Darrell Huff
Still relevant (sadly): How to lie with statistics, by Darrell Huff

Although this book is over 60 years old, it is remarkably apposite for our times -- and especially in the fields of educational research and assessing pupils' understanding and progress.

Read More →
Quick looks: Bad Education: Why Our Universities Are Broken and How We Can Fix Them
Quick looks: Bad Education: Why Our Universities Are Broken and How We Can Fix Them

It was a great source of pride to me, getting hundreds of students through their A levels and encouraging them to go to university. But for some time I have asked myself a question: would I recommend this route now?

Read More →
Review: The Bright Side: Why Optimists Have the Power to Change the World
Review: The Bright Side: Why Optimists Have the Power to Change the World

At first glance, you might take this to be one of those books full of affirmations and anecdotes designed to lift your mood.

Read More →
Review: Small Habits Create Big Change: Strategies to Avoid Burnout and Thrive in Your Education Career
Review: Small Habits Create Big Change: Strategies to Avoid Burnout and Thrive in Your Education Career

My review of this for Teach Secondary magazine has just come out. Here is the published version, followed by the copy I submitted, which is slightly longer because it has a little more detail.

Read More →
Review: Productive Failure: Unlocking Deeper Learning Through the Science of Failing
Review: Productive Failure: Unlocking Deeper Learning Through the Science of Failing

My review of this for Teach Secondary magazine has just come out. Here is the published version, followed by the copy I submitted, which is slightly longer because it is a little more detailed.

Read More →
Review: AI Snake Oil: AI Snake Oil: What Artificial Intelligence Can Do, What It Can’t, and How to Tell the Difference
Review: AI Snake Oil: AI Snake Oil: What Artificial Intelligence Can Do, What It Can’t, and How to Tell the Difference

My review of this for Teach Secondary magazine has just come out. Here is the published version, followed by the copy I submitted, which is slightly longer because it has a little more detail.

Read More →
When AI can write as well as this, I'll worry! Plus a prize competition.
When AI can write as well as this, I'll worry! Plus a prize competition.

To paraphrase what Arthur C Clarke said about teachers, any writer that can be replaced by a computer probably should be.

Read More →
Review: The Shortest History of Music -- two reviews in one!
Review: The Shortest History of Music -- two reviews in one!

The music programme of study requires students to possess an understanding of the music they perform and that which they listen to, as well as a grasp of music history, and an appreciation of different musical styles.

Read More →
Dig+Ed+Banner.jpg

Contact us

Privacy

Cookies

Terms and conditions

This website is powered by Squarespace

(c) Terry Freedman All Rights Reserved

Powered by Squarespace