Chapter 7: Research and Development students’ awareness of what data are being collected and how data are being used by developers. ● There is a near future need to go beyond representation so that co-designed solutions consider more generous contexts for broader possibilities, according to attendees. ● The shift of power dynamics is another researchworthy interest of the panel and attendees to understand the balance between a teacher’s agency and a machine’s suggestions. ● Likewise, such longitudinal research will require both the infrastructure and institutional support to fund necessary experimentation and requisite failures to elicit positive results and safe innovation. ● There is a desire for rapid cycle evaluations with inclusive feedback loops that return to the educators themselves as essential relative to traditional research approaches. ● Many researchers also mentioned a focus on explainable AI as essential to enable participation in the design and evaluation of emerging AI approaches in education. The conversations raised this question: how can co-design provide an empowering form of participation in design and thus achieve digital inclusion goals? Such digital inclusion can span many layers of design, including diverse representation in design of policies around data, design of adaptivity, and other user experiences in AI systems, design of plans for cultivating AI literacy for users of new platforms, and lastly, the design of plans to evaluate systems. 7.4. Re-thinking Teacher Professional Development 79 | P a g e
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