Chapter 1: Introduction evolve rapidly. Finally, the Department engaged the educational policy expertise available internally and in its relationships with AI policy experts to shape the findings and recommendations in this report. 1.2. Three Reasons to Address AI in Education Now “I strongly believe in the need for stakeholders to understand the cyclical effects of AI and education. By understanding how different activities accrue, we have the ability to support virtuous cycles. Otherwise, we will likely allow vicious cycles to perpetuate.” —Lydia Liu During the listening sessions, constituents articulated three reasons to address AI now: First, AI may enable achieving educational priorities in better ways, at scale, and with lower costs. Addressing varied unfinished learning of students due to the pandemic is a policy priority, and AI may improve the adaptivity of learning resources to students’ strengths and needs. Improving teaching jobs is a priority, and via automated assistants or other tools, AI may provide teachers greater support. AI may also enable teachers to extend the support they offer to individual students when they run out of time. Developing resources that are responsive to the knowledge and experiences students bring to their learning—their community and cultural assets—is a priority, and AI may enable greater customizability of curricular resources to meet local needs. P a g e | 4
15 Publizr Home