Chapter 5: Teaching when they disagree with an instructional choice for their students. We cannot forget that if a technology allows a teacher choice—which it should—it will take significant time for a teacher to think through and set up all the options, requiring greater time initially. 5.6. Challenge: Making Teaching Jobs Easier While Avoiding Surveillance We also recognize that the very technologies that make jobs easier might also introduce new possibilities for surveillance (Figure 9). In a familiar example, when we enable a voice assistant in the kitchen, it might help us with simple household tasks like setting a cooking timer. And yet the same voice assistant might hear things that we intended to be private. This kind of dilemma will occur in classrooms and for teachers. When they enable an AI-assistant to capture data about what they say, what teaching resources they search for, or other behaviors, the data could be used to personalize resources and recommendations for the teacher. Yet the same data might also be used to monitor the teacher, and that monitoring might have consequences for the teacher. Achieving trustworthy AI that makes teachers’ jobs better will be nearly impossible if teachers experience increased surveillance. A related tension is that asking teachers to be “in the loop” could create more work for teachers if not done well, and thus, being in the loop might be in tension with making teaching jobs easier. Also related is the tension between not trusting AI enough (to obtain assistance) or trusting it too much (and incurring surveillance or loss of privacy). For example, researchers have documented that people will follow instructions from a robot during a simulated fire emergency even when 53 | P a g e
64 Publizr Home