Chapter 7: Research and Development • Relationships across home, school, and community settings, including cultural assets; • Instructional resources available while learning; • Teacher preparation; and • Policies and systems that structure teaching and learning. To more fully represent the context of teaching and learning, including these and other dimensions of text, researchers will have to work in partnership with others to understand which aspects of context are most relevant to teaching and learning and how they can be usefully incorporated into AI models. 7.7. Ongoing Questions for Researchers As mentioned earlier, people are good at context; AI —not so much. R&D investment in context- rich edtech thus could serve multiple national interests because finding ways to do a better job with context would be a fundamental advancement in AI. Indeed, questions like these reverberate across all applications of AI in society, and education is a centrally good context for investigating them: ● Are AI systems moving beyond the tall portions of the “long tail” to adapt to a greater range of conditions, factors, and variations in how people learn? ● To what extent are AI technologies enhancing rather than replacing human control and judgment of student learning? ● How will users understand the legal and ethical implications of sharing data with AI enabled technologies and how to mitigate privacy risks? ● To what extent does technology account for the complex social dynamics of how people work and learn together, or is technology leading humans to narrow or oversimplify? 83 | P a g e
94 Publizr Home