Chapter 8: Recommendations ● In support of our objective of attracting and retaining teachers, our nation could focus on AI assistants that make teaching jobs better and provide teachers with the information they need to work closely and empathically with students. An emphasis on teachers in the loop could ensure that AI-enabled classroom technologies keep teachers in the know, in touch with their students, and in control of important instructional decisions. Keeping the teacher in the loop is important to managing risks, as well. ● In support of equitable learning, especially for those most affected by the pandemic, AI could shift edtech from a current deficit-based model to a strengths-based alternative. In addition to finding student weaknesses and assigning fixes, edtech could make recommendations based on strengths that students bring to learning and how adapting to the whole student—a cognitive, social, and self-regulating person—could enable more powerful learning. Adapting to the whole student should include supporting students with disabilities as well as English learners. With regard to equity, we must remain highly attuned to the challenges of bias (which are inherent to how AI systems are developed) and take firm action to ensure fairness. ● With regard to growth trajectories to successful careers, AI-enabled assessments could provide students and teachers with formative guidance on a wider range of valuable skills, focusing on providing information that enhances learning. Aligned with the human-centric view, we should take a systems view of assessments where students, teachers, and others remain at the center of instructional decision making. 87 | P a g e
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