To be honest, I was reluctant to write this article. That sounds like an odd place to start a conversation about artificial intelligence in education, especially for someone whose work includes developing AI literacy curriculum for students. But the truth is, I’m exhausted.
As school technology leaders, we feel immense, unspoken pressure to have all the answers. We must reassure parents, guide teachers and protect our students, while technology shifts beneath our feet on a weekly basis. Often we’re writing policies to govern the use of tools that will be updated or replaced by the time the policy is approved.
Trying to manage the ethical, moral and legal implications of AI in schools feels less like an exciting frontier and more like standing in the middle of a dodgeball circle, waiting for a hit without knowing where it will come from.
But my fatigue has even deeper roots. It is inextricably linked with the community my school serves and our mission to ensure the frantic pace of AI does not overwrite the Indigenous values crucial to our students’ development. It is an overwhelming conundrum.
Source: EdSurge — Read the full article on the original site ↗