Chapter 5: Teaching As leaders in both pre-service and post-service teacher education contemplate how AI can improve teaching (along with policymakers, developers, and researchers), we urge all in the ecosystem to spend more time asking these questions: • Is AI improving the quality of an educator’s day-to-day work? Are teachers experiencing less burden and more ability to focus and effectively teach their students? • As AI reduces one type of teaching burden, are we preventing new responsibilities or additional workloads being shifted and assigned to teachers in a manner that negates the potential benefits of AI? • Is classroom AI use providing teachers with more detailed insights into their students and their strengths while protecting their privacy? • Do teachers have oversight of AI systems used with their learners? Are they exercising control in the use of AIenabled tools and systems appropriately or inappropriately yielding decision-making to these systems and tools? • When AI systems are being used to support teachers or to enhance instruction, are the protections against surveillance adequate? • To what extent are teachers able to exercise voice and decision-making to improve equity, reduce bias, and increase cultural responsiveness in the use of AI-enabled tools and systems? 5.9. Key Recommendation: Inspectable, Explainable, Over ridable AI 57 | P a g e
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