When AI in education takes off without educators

Jennifer Seon and Wayne Holmes

Chapter 32 in How to Use Digital Learning with Confidence and Creativity, 2024, pp 269-277 from Edward Elgar Publishing

Abstract: Teaching and learning with and about Artificial Intelligence (AI&ED) has mainly been driven by non-education experts, such as computer and cognitive scientists, operating under external market pressures that have influenced the direction and structures of educational technologies. This paper critically analyses AI&ED and argues for a holistic approach with human learners at the centre. We discuss key issues around teaching and learning with AI (AIED) and teaching and learning about AI (both the human and technological dimensions of AI literacy); along with the need for regulation that empowers teachers and enhances the agency of learners without stifling innovation. We also challenge the common rhetoric used to uncritically promote AIED (e.g., ‘personalised learning’) and advocate critically addressing the key ethical, human rights, and social justice implications of AI&ED, including issues such as bias, transparency, fairness, accountability, inclusion, techno-solutionism, choice of pedagogy, and the commercialisation of education.

Keywords: Business and Management; Economics and Finance; Education; Innovations and Technology; Teaching Methods (search for similar items in EconPapers)
Date: 2024
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