Chapter 8: Recommendations We have already seen educators rise to the challenge of creating overall guidelines, designing specific uses of available AIenabled systems and tools, and ferreting out concerns. And yet, the influence of educators in the future of AI-enabled products cannot be assumed; instead, constituents need policies that put muscle behind it. Could we create a national corps of leading educators representing every state and region to provide leadership? Could we commit to developing necessary professional development supports? Can we find ways to compensate educators so they can be at the forefront of designing the future of education? Our policies should enable educators to be closely involved in design of AI-enabled educational systems. Although we know that the responsibility for informing and involving educators must be distributed at all levels of national and school governance, the Office of Educational Technology can play a key role in informing and involving educators through its reports, events, outreach, and in a future NETP. Although examples above refer to K-12 teachers, higher education instructors must also be included. We also call on the edtech industry to involve educators throughout their design and development processes. For example, AI-enabled teaching assistants are only likely to help teachers do their job if teachers are thoroughly involved as the assistants are designed. We call upon institutions that prepare teachers to integrate technology more systematically into their programs; for example, the use of technology in teaching and learning should be a core theme across teacher preparation programs, not an issue that arises only in one course. 8.8. Recommendation #6: Focus R&D on Addressing Context and Enhancing Trust and Safety 99 | P a g e
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