Chapter 5: Teaching 5.4. Designing, Selecting, and Evaluating AI Tools The broadest loop teachers should be part of is the loop that determines what classroom tools do and which tools are available. Today, teachers already play a role in designing and selecting technologies. Teachers can weigh in on usability and feasibility. Teachers examine evidence of efficacy and share their findings with other school leaders. Teachers already share insights on what is needed to implement technology well. While these concerns will continue, AI will raise new concerns too. For example, the following Formative Assessment section raises concerns about bias and fairness that can lead to algorithmic discrimination. Those concerns go beyond data privacy and security; they raise attention to how technologies may unfairly direct or limit some students’ opportunities to learn. A key takeaway here is that teachers will need time and support so they can stay abreast of both the well-known and the newer issues that are arising and so they can fully participate in design, selection, and evaluation processes that mitigate risks. 5.5. Challenge: Balancing Human and Computer DecisionMaking One major new challenge with AI-enabled tools for teachers is that AI can enable autonomous activity by a computer, and thus when a teacher delegates work to an AI-enabled tool, it may carry on with that work somewhat independently. Professor Inge Molenaar has wondered about the challenges of control in a hybrid teaching scenario: When should a teacher be in control? What can be delegated to a computational system? How can a teacher monitor the AI system and override its decisions or take back control as necessary? 51 | P a g e
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