Chapter 5: Teaching (a) They are told the robot is broken and (b) the advice is obviously wrong. We anticipate teachers will need training and support to understand how and when they will need to exercise human judgement. Figure 9: Highly customized assistance vs. surveillance increased teacher 5.7. Challenge: Responding to Students’ Strengths While Protecting Their Privacy Educators seek to tackle inequities in learning, no matter how they manifest locally (e.g. in access to educational opportunities, resources, or supports). In culturally responsive and culturally sustaining approaches, educators design materials to build on the “assets”—individual, community, and cultural strengths that students bring to learning. Along with considering assets, of course, educators must meet students where they are, including both strengths and needs. AI could assist in this process by helping teachers with customizing curricular resources, for example. But to do so, the data inputted in an AI-enabled system would have to provide more information about the students. This information could be, but need not be, demographic details. It could also be information about students’ preferences, outside interests, relationships, or experiences. What happens to this data, how it is deleted, and who sees it is of huge concern to educators. As educators contemplate using AI-enabled technologies to assist in tackling educational inequities, they must consider whether the 54 | P a g e
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