Abstract
The purpose of this perspective essay is not to dissect the merits or deficits of AI in practice in classrooms, nor is it intended to approach the topic from a technical standpoint. Rather, this manuscript begins from a place of acceptance, recognizing that AI in education is already here and the adaptive and evolutionary nature of the technology positions it to maintain a presence in schooling spaces for the foreseeable future. From there, assuming AI will become further integrated into the fabric of schooling experiences, it seems necessary to take a step back and look holistically at the potential impact that a greater reliance on AI may have on the perception of teaching as a profession. For practicing teachers, there exists a consequential burden with regard to AI that goes beyond the curricular and pedagogical, and ultimately extends into conversations of professional sustainability.
Published Version
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