I’ve just had a chapter published in an edited collection entitled: Artificial Intelligence and Inclusive Education: Speculative Futures and Emerging Practices. The book is edited by Jeremy Knox, Yuchen Wang and Michael Gallagher and is available here.
Here’s the citation: Rowe M. (2019) Shaping Our Algorithms Before They Shape Us. In: Knox J., Wang Y., Gallagher M. (eds) Artificial Intelligence and Inclusive Education. Perspectives on Rethinking and Reforming Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-8161-4_9.
And here’s my abstract:
A common refrain among teachers is that they cannot be replaced by intelligent machines because of the essential human element that lies at the centre of teaching and learning. While it is true that there are some aspects of the teacher-student relationship that may ultimately present insurmountable obstacles to the complete automation of teaching, there are important gaps in practice where artificial intelligence (AI) will inevitably find room to move. Machine learning is the branch of AI research that uses algorithms to find statistical correlations between variables that may or may not be known to the researchers. The implications of this are profound and are leading to significant progress being made in natural language processing, computer vision, navigation and planning. But machine learning is not all-powerful, and there are important technical limitations that will constrain the extent of its use and promotion in education, provided that teachers are aware of these limitations and are included in the process of shepherding the technology into practice. This has always been important but when a technology has the potential of AI we would do well to ensure that teachers are intentionally included in the design, development, implementation and evaluation of AI-based systems in education.