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Educational Planning and Artificial Intelligence

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Title: Educational Planning and Artificial Intelligence
Language: English
Authors: Mike Douse
Source: Educational Planning. 2024 31(2):9-21.
Availability: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Artificial Intelligence, Curriculum Development, Technology Uses in Education, Educational Technology, Educational Trends, Publications, Educational Change, Equal Education, Classroom Design, Teacher Persistence, Faculty Mobility, Inclusion, STEM Education
ISSN: 1537-873X
Abstract: This article addresses how those who plan education will be profoundly affected by Artificial Intelligence and suggests ways in which the potential benefits may be optimised. UNESCO's contributions to the AI debate are recognised and applauded, despite AI having, as yet, no direct voice in its discussions. Most significantly, there is a widespread unwillingness -- manifest in both UNESCO's publications and by contributors to its recent Digital Learning conference -- to accept that education is undergoing a fundamental transformation and that contemporary technology, including AI, will continue to impact upon, and necessarily react with, that evolving situation. In a similar manner, the fourth Sustainable Development Goal is now acting as a straitjacket, constraining the actions and aspirations of those seeking to confront education's worldwide challenges through the sensitive and ingenious application of contemporary technology including Artificial Intelligence. Educational planners and decision-makers are urged to keep abreast of the Education and AI debate, including the UNESCO-led discussions and UNESCO-authored publications, while applying grounded common sense, rejecting technological determinism, and maintaining a healthy scepticism throughout. It is vital that they too acknowledge that education is, along with society generally, evolving and, accordingly, recognise the limitations of reports and products which ignore that fundamental transformation. It is recommended that they start with the challenges and opportunities offered by AI and -- collectively -- demand AI support for what needs to be achieved, no matter how radical. This might extend to a shared super-goal of optimising the nature, delivery, and effectiveness of education, carefully and creatively applying AI, in order to help create a better, happier and more equitable world community.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1425308
Database: ERIC
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  Data: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
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  Data: This article addresses how those who plan education will be profoundly affected by Artificial Intelligence and suggests ways in which the potential benefits may be optimised. UNESCO's contributions to the AI debate are recognised and applauded, despite AI having, as yet, no direct voice in its discussions. Most significantly, there is a widespread unwillingness -- manifest in both UNESCO's publications and by contributors to its recent Digital Learning conference -- to accept that education is undergoing a fundamental transformation and that contemporary technology, including AI, will continue to impact upon, and necessarily react with, that evolving situation. In a similar manner, the fourth Sustainable Development Goal is now acting as a straitjacket, constraining the actions and aspirations of those seeking to confront education's worldwide challenges through the sensitive and ingenious application of contemporary technology including Artificial Intelligence. Educational planners and decision-makers are urged to keep abreast of the Education and AI debate, including the UNESCO-led discussions and UNESCO-authored publications, while applying grounded common sense, rejecting technological determinism, and maintaining a healthy scepticism throughout. It is vital that they too acknowledge that education is, along with society generally, evolving and, accordingly, recognise the limitations of reports and products which ignore that fundamental transformation. It is recommended that they start with the challenges and opportunities offered by AI and -- collectively -- demand AI support for what needs to be achieved, no matter how radical. This might extend to a shared super-goal of optimising the nature, delivery, and effectiveness of education, carefully and creatively applying AI, in order to help create a better, happier and more equitable world community.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 9
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Publications
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Classroom Design
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Faculty Mobility
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      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: STEM Education
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      – TitleFull: Educational Planning and Artificial Intelligence
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