Experts warn that the erosion of foundational knowledge due to artificial intelligence (AI) in educational settings poses a significant threat. During a Harvard Education Press event on Thursday, educators emphasized the importance of teaching students not only how to use AI tools but also to consider their ethical, social, and bias-related implications.
Stephanie Smith Budhai and Marie Heath, authors of “Critical AI in K–12 Classrooms,” highlighted the necessity of skepticism in AI use. Speaking with Teddy Svoronos from the Kennedy School, they stressed the importance of questioning AI’s alignment with educational goals and its community impact, rather than just accepting developers’ transformative claims.
Budhai, from the University of Delaware, advocated for teacher training to include examining AI’s effects both in and out of classrooms, including its environmental consequences. She called for a form of critical AI literacy, emphasizing the need for students to understand AI’s potential harms. “Educators must ensure technology use is purposeful,” she stated.
The authors expressed concern over students’ dependency on AI, which may hinder critical thinking and problem-solving skills. They warned against “never-skilling,” where students never acquire skills because they rely on AI for tasks like writing topic sentences, thereby missing out on fundamental learning.
Heath, a former social studies teacher, expressed worries about AI’s impact on social interactions and democratic engagement. She noted that AI might reduce necessary human interactions and the ability to navigate disagreements, which are crucial for democracy.
The authors also identified biases in AI tools. In their research, AI-generated book recommendations showed implicit biases, with lists for Black students focusing on crime and poverty. Heath found that AI feedback on student writing varied based on perceived socio-economic status or race, often using a more authoritative tone with disadvantaged or minority students.
Budhai and Heath advised educators to question the purpose of AI use in classrooms. Budhai emphasized the need for “purposeful technology use,” urging educators to ensure that AI helps achieve learning objectives, questioning its use if it does not.
Original Source: news.harvard.edu
