Chapter 8: Recommendations the loop to ensure that educational values and principles are prioritized. Although we first address our recommendation to interrogate how educational systems use AI models to educational leaders who adopt technologies, other leaders also have integral roles to play. Teachers and students, as well as their families/caregivers, contribute significantly to adoption decisions also. And leaders and parents must support educators when they question or override an AI model based on their professional wisdom. Developers of technologies need to be forthcoming about the models they use, and we may need policymakers to create requirements for disclosure so that the marketplace can function on the basis of information about AI models and not only by the claims of their benefits. We also emphasize the need for a government role. AI models are made by people and are only an approximation to reality. Thus, we need policies that require transparency about the AI models that are embedded in educational systems, as well as models that are inspectable, explainable, and over ridable. Our listening sessions featured constituent calls for government doing more to hold developers accountable for disclosing the types of AI models they employ in large-scale products and the safeguards included in their systems. Government leaders can make a positive contribution to market conditions that enable building trust as AI systems are procured and implemented in education. We discuss these guidelines more in recommendation #4, which is about building trust. 8.5. Recommendation #3: Design Using Modern Learning Principles 94 | P a g e
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