Abstract
The introduction of artificial intelligence in education (AIED) is likely to have a profound impact on the lives of children and young people. This article explores the different types of artificial intelligence (AI) systems in common use in education, their social context and their relationship with the growth of commercial knowledge monopolies. This in turn is used to highlight data privacy rights issues for children and young people, as defined by the 2018 General Data Protection Regulations (GDPR). The article concludes that achieving a balance between fairness, individual pedagogic rights (Bernstein, 2000), data privacy rights and effective use of data is a difficult challenge, and one not easily supported by current regulation. The article proposes an alternative, more democratically aware basis for artificial intelligence use in schools.
Highlights
The introduction of artificial intelligence in education (AIED) is likely to have a profound impact on the lives of children and young people
Respecting the pedagogic rights of the individual is key to the future success of AIED
It is in the grey area between authentic and inauthentic transactions that the future of AIED needs to be mapped out and regulated
Summary
The introduction of artificial intelligence in education (AIED) is likely to have a profound impact on the lives of children and young people. These have been examined both at the level of individual learners and institutions (such as through enabling new forms of curricular engagement, in the case of deep learning) as well as in a broader societal context (such as by triaging school admissions processes though predictive analysis).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
