Holmes, Wayne; Shiohira, Kelly; (2023) Proceed with Caution. The Pitfalls and Potential of AI and Education. In: Araya, Daniel and Marber, Peter, (eds.) Augmented Education in the Global Age. (pp. 137-156). Routledge: New York, NY, USA.

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Abstract

The arguments for the integration of AI into education are multiple and multifaceted. AI has permeated everyday life, and there is a growing number of AI-assisted educational technologies that are now being implemented in classrooms worldwide. Like any tool, AI can be used to better society but this is not a given. From a humanistic perspective, citizens need to understand their roles and rights with respect to AI, recognize when they are unfairly disadvantaged by AI, know the avenues of recourse, and above all become conscientious users of AI products—particularly AI products designed for education. This chapter argues that what we need is to identify the right kind of AI and apply it in the right way (in particular, with an eye to human rights) if we are to leverage technology for the common good. A robust debate over the content of AI curricula and the role of AI-assisted applications in classrooms is critical. On the curriculum side, stakeholders should be consulted to ensure human, social and economic needs are met, and that the technological and humanistic dimensions are equally valued. In classrooms, rather than starting from the technologies, we should start with a genuine education for grand challenges, which educators are usually best placed to identify.

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