Chapter 7: Research and Development group that this work implies how we prepare educators with a baseline AI literacy and understanding. More transparency and authentic dialogue can foster trust, which was mentioned by a researcher as a chief concern for all teachers and students. This is not to suggest that AI literacy is a complete or even a simple fix. Researchers want to ask fundamental questions about what it means for teachers to be professionals, especially as emerging technologies gain ground in schools and classrooms—our teachers’ professional workplaces. Researchers want to broadly reconceptualize teacher professionalism and to stop treating technology as an add-on element of professional development. 7.5. Connecting with Public Policy Defining human-centered AI for education requires the embrace of a human-centered principle and foundation for developing and formulating policies that govern the application and use of AI more generally throughout society. For example, power dynamics that arise between companies and consumers in society around issues like data ownership will also arise in the education-specific ecosystem. Further, the public discourse in which people are discussing ethics, bias, responsibility, and many other necessary concepts will be happening simultaneously in public policy and in educational ecosystems. One clear implication in our listening sessions was that efforts to improve AI literacy in education could be important and helpful to society more generally. For example, one panelist said that an overarching goal of improving AI literacy is necessary if they are to contribute to how those technologies are designed. Another researcher was interested in how edtech can 81 | P a g e
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