Policy makers are divided on what AI in schools should actually do
A new analysis reveals that education policy guidelines for AI adoption contain competing visions of learning itself—some emphasizing personalization, others efficiency or equity. These conflicting frameworks risk creating fragmented systems that don't deliver on promises, with profound implications for how vendors design products and governments allocate education budgets.
Originaltitel: Competing visions of artificial intelligence in education-A heuristic analysis on sociotechnical imaginaries and problematizations in policy guidelines
<p>The rapid advancement of artificial intelligence (AI) in education necessitates a shared understanding of its intended purpose and societal implications. This paper underscores the significance of societal perspectives in AI and education, often overshadowed by technological aspects. At the same time, policy guidelines for the integration of AI technology within educational systems are playing a pivotal role in shaping the future of education. What we as society imagine AI and education to be, will in some shape or form lead the development of suggested fixes. The aim is to aid the understanding of why and how visions of learning and education are framed in relation to developments in Educational Technology (EdTech) and their introduction in education. It thereby contributes to the ongoing discussion on the integration of AI in education and its potential societal impacts.</p>