Resisting or Embracing? Silicon Valley Stakeholders’ Perceptions of Artificial Intelligence in Education
Abstract/Contents
- Abstract
- This research study establishes a foundational understanding of how the perceived goals of Artificial Intelligence in Education (AIEd) compare between three groups of Silicon Valley stakeholders: investors, founders and teachers. Drawing on Glenn Kleiman’s conceptual framework, which offers a five-point continuum to contextualize a range of stakeholder responses to AIEd, the study explores the interplay between public and private interests and the competing visions of education within the context of AIEd. Findings revealed a significant emphasis on skill shift among investors and founders, highlighting the importance of developing uniquely human skills to remain valuable in the workforce. In contrast, teachers maintained a more traditional approach, emphasizing academic prestige and test scores. Moreover, the changing role of the teacher evoked differing perspectives, with investors envisioning AIEd as a tool to free up teachers’ time, while teachers expressed concerns about the reduction of their role to mere overseers. All stakeholders expressed shared concerns about the impact of AIEd on critical thinking and independent thought, emphasizing the need for intentional design to ensure the enhancement, rather than replacement, of higher-order thinking skills. Lastly, the study highlights a misalignment of goals and perspectives among stakeholders, emphasizing the importance of teacher collaboration and involvement in the design and implementation of AIEd. These findings contribute to the ongoing discussions surrounding AIEd and provide insights for policymakers and stakeholders seeking to leverage the potential of AI, with policy recommendations that advocate for teacher collaboration, a balanced approach to skill development, and the establishment of ethical frameworks for AIEd.
Description
| Type of resource | text |
|---|---|
| Date created | August 2023 |
| Publication date | August 3, 2023 |
Creators/Contributors
| Author | Altenburg, Anabel |
|---|
Subjects
| Subject | Artificial Intelligence in Education |
|---|---|
| Subject | Investors |
| Subject | Founders |
| Subject | Teachers |
| Subject | Stanford Graduate School of Education International Education Policy Analysis |
| Genre | Text |
Bibliographic information
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- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).
Preferred citation
- Preferred citation
- Altenburg, A. (2023). Resisting or Embracing? Silicon Valley Stakeholders’ Perceptions of Artificial Intelligence in Education. Stanford Digital Repository. Available at https://purl.stanford.edu/ph329rj2335. https://doi.org/10.25740/ph329rj2335.
Collection
Graduate School of Education International Comparative Education Master's Monographs
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- Contact
- anabelaltenburg@gmail.com
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