Chapter 4: Learning 4.6. Open Questions about AI for Learning With advances occurring in the foundations for AI, opportunities to use AI in support of learning are rapidly expanding. As we explore these opportunities, the open questions below deserve ongoing attention: ● To what extent is AI enabling adaptation to students’ strengths and not just deficits? Is AI enabling improved support for learners with disabilities and English language learners? ● How are youth voices involved in choosing and using AI for learning? ● Is AI leading to narrower student activities (e.g., procedural math problems), or the fuller range of activities highlighted in the National Educational Technology Plan (NETP), which emphasizes features such as personalized learning, project-based learning, learning from visualizations, simulations, and virtual reality, as well as learning across school, community, and familial settings? ● Is AI supporting the whole learner, including social dimensions of learning such as enabling students to be active participants in small group and collaborative learning? For example, does AI contribute to aspects of student collaboration we value like shared attention, mutual engagement, peer help, self-regulation, and building on each other’s contributions? ● When AI is used, are students’ privacy and data protected? Are students and their guardians informed about what happens with their data? P a g e | 39
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