Imagine a virtual mentor, that curate educational environment of a child. The AI program helps to monitor the child’s cognitive and emotional development by advising what to wear and how to get to school during morning snowfall. Potentially an augmented-reality device can scribble teacher and student attendance rates, project energy consumption, recommended dietary adjustments and many more.
Artificial intelligence systems and devices can soon regulate the education community. It will take some time to get used to the technological systems and devices that will govern our lives more effectively than local, state, or federal laws. In order to cope with accelerating artificial-intelligence adoption, education leaders and policymakers must begin to consider questions that technological advancements will raise for education.
Our modern era is full of new technologies so the pace of societal uptake of AI is already quick and will likely quicken yet. It means that while artificial intelligence and machine learning will be integrated into primary and secondary education in the USA, there will be a major problem of using technological innovations as equally for “good” or “bad” ends. At the same time, bias-free technological development seems impossible.
The current problem with the application of artificial intelligence in driverless automobiles, genetic engineering or advanced manufacturing robotics lies in the field of fear for our jobs, freedom and human dignity in a world of AI designed principles. Historically, there have been several competing positions toward emergent technologies, which educators will have to confront in the coming years with the rise of AI. Some experts believe only in the positive adoption of new technologies, while other immediately represent apocalypse. Educators will need to resist succumbing to these faulty perspectives that reduce new technologies to “good” or “bad,” and instead genuinely grapple deeply with AI.
The K-12 educators, managers of educational institutions and education policymakers are facing complex and even paradoxical problems when they use artificial intelligence. For example, a question of how to interpret and teach students the social and political implications of a world deeply penetrated by artificial minds?
The artificial intelligence and machine learning algorithms, or computer’s ability to learn from experience rather than merely following explicit programming, should be improved in terms of how to make sense of incoming data. Today AI researchers, startups and corporations are building systems that will help future generations to tap the wisdom and expertise of our society’s most effective teachers to facilitate this learning.
Experts and educators agree that AI could contribute to the better management of education institutions because today’s teachers are still failing to take advantage of an early stage adoption of AI in education. To effectively educate human students in a future, it may be that educators need to start teaching artificially intelligent “students” in the present.
Another problem to solve is how to integrate AI virtual assistants, a form of AI very likely to be widely distributed throughout the education system, at the national, state and municipal levels. How can administrators, teachers, students, and parents effectively engage with interactive AIs in order to achieve a most positive outcome? What would it mean for professional educators to engage in the education of AI systems in ways of human liberty, equality, and dignity?
The American education system is still not fully accepting simplistic descriptions of complex technological systems. At the same time, well-deployed AI could make a revolution in decision-making capacities of individual and communities, while students, teachers, and administrators will play major roles in solving these thorny puzzles of the AI era.
Author: AI For Education
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