New advice published for educators on procurement and use of AI teaching tools
A framework outlining the benefits, safe use and procurement of artificial intelligence has been produced by the Institute for Ethical AI in Education (IEAIED), to help educators to maximise AI’s potential in all educational settings.
The “gold standard” draws on insights from a series of roundtables organised by the IEAIED in the past year — including the views of young people — and from the Global Summit on the Ethics of AI in Education, which took place in November 2020.
The launch of the framework was accompanied by a webinar, which highlighted the successful use of AI-based teaching tools and debated its many applications.
The use of AI in teaching and learning has grown in recent years, not least during the Covid-19 school lockdown when schools and families relied heavily on EdTech to allow the education process to continue. AI technology offers huge benefits to education, including cutting teacher workload and assessing students, but many educators still lack knowledge and understanding about its potential, and what AI products they should purchase to enhance teaching and learning.
The Institute believes the increased expectations of educators will drive more ethical development of AI-based EdTech by innovators and entrepreneurs. However, governments need to step up to ensure there is universal access to devices and connectivity.
The framework was published as part of a final report from the IEAIED, which is based at the University of Buckingham and was set up in 2018 specifically to examine and promote the ethical use of AI technology. It sets out a number of principles and the actions educational settings and institutions should take to fulfil these principles:
· AI should be used to achieve well-defined educational goals based on strong societal, educational or scientific evidence that it is for the benefit of learners
· AI should be used to assess and recognise a broader range of learners’ aptitudes
· AI should increase the capacity of educational institutions whilst respecting human relationships
- AI systems should promote equity between different groups of learners
· AI should be used to increase the control learners have over their learning and development
· A balance should be struck between privacy and the legitimate use of data for achieving well-defined and desirable educational goals
· Humans are ultimately responsible for educational outcomes and should therefore have an appropriate level of oversight of how AI systems operate
· Learners and educators should have a reasonable understanding of artificial intelligence and its implications
· AI resources should be designed by people who understand the impacts of the technology
Educators are encouraged in the framework to consider using AI to enhance the social skills and well-being of learners. They are also urged to use AI in a way that assists effective teaching and learning without undermining the role of educators in the process.
The IEAIED was founded by Sir Anthony Seldon, former University of Buckingham Vice Chancellor and author of The Fourth Education Revolution; Professor Rose Luckin, Director of EDUCATE Ventures and professor of Learner Centred Design at UCL Knowledge Lab; and Priya Lakhani OBE, Founder CEO of CENTURY Tech. The Institute was chaired by Lord Tim Clement-Jones, who also chaired the House of Lords Select Committee on Artificial Intelligence.
Sir Anthony said: “If we are to address the educational inequalities that have intensified as a result of the Covid-19 pandemic, then education cannot simply return to normal. The opportunities presented by artificial intelligence must be seized to allow every learner to fulfil their potential. By guiding educators to use AI ethically, we hope that the Framework will accelerate the adoption of AI, whilst also protecting learners from the known risks associated with this innovation.”
Priya Lakhani said: “The Framework puts educators in the driving seat. By making well-informed decisions on what types of AI to procure, they will be able to shape and steer the market for AI in education. Suppliers therefore need to keep up, and ensure their products are designed ethically.”
Professor Rose Luckin said: “Whilst the Framework recognises that educational organisations have a responsibility to address the digital divide in their setting, the primary responsibility for this lies with governments. Digital exclusion has bedevilled societies for the last year, but this inequity is not inevitable. The Institute calls upon all governments to ensure that every single learner has access to the hardware, connectivity and infrastructure needed to enjoy the benefits of AI in education.”
Lord Tim Clement-Jones added: “The spectre of unethical AI inevitably risks hampering innovation and leading to a ‘better safe than sorry’ mindset. The Ethical Framework for AI in Education overcomes this fundamental risk. It’s now time to innovate.”
*The framework can be downloaded here.
