In Part 1, I talked about what Artificial Intelligence (AI) is and how it can affect both the students and teachers when Artificial Intelligence (AI) is introduced in education in the next 10 years time. In this blog, I will talk more about the changes Artificial Intelligence (AI) in Education will bring and how it might affect human/ society reactions. There are both positive and negative impacts on the introduction of Artificial Intelligence (AI) in Education and how it can effect human/ society reactions.
Human/ Society Reactions
Firstly, Artificial Intelligence (AI) can bring changes to society by enhancing the employment rate. According to (Charles, et, al 2019), “It is widely expected that Artificial Intelligence (AI) will have an enormous impact on what we teach, as it will impact many occupations”. For instance, it will change the level of education and shape student’s mentality of technology which we get to apply and see in our everyday daily life. Students will enhance their ability and skills in using technology. Therefore, it will help society to construct more occupations and will accelerate the employment rate which will lead to a better economy.
Moreover, Artificial Intelligence (AI) will not only help improve students educationally but also mentally and emotionally. For instance, “smart buildings can be used so that it will control and manage the air quality, temperature or play music depending on the mood of occupants of the space” says (Chen, et, al, 2020). Due to the pollutions by factories and vehicles, students will be able to enjoy a better quality air which will make them focus more in the class. Therefore, Artificial Intelligence (AI) will bring positive changes to make the learning atmosphere of students in class better.
However, when there is a positive act, there must be a negative as well. Thus, there is some negative impact which might be brought by Artificial Intelligence in Education. For instance, according to Humble and Mozelius (2019), if Artificial intelligence is suddenly introduced in Education, it might be difficult for some students and teachers to get used to it because they might not be prepared for it. Also, it is a fear that teachers might get replaced by virtual tutors like robots, which might make it difficult for students as the communication level might not be the same as the actual teacher.
Futurist: Wendall Bell
Bringing Artificial Intelligence (AI) in Education is a probable future as according to W, Bell, who studies about future, says that ” a future requires having excellent data about the present and the past, in order
to model and forecast what the future will be like”. Therefore, there is an excellent data about the past and present as Artificial Intelligence has been around d for ages now, we can see it coming in education by the example of schools having online classes because of the pandemic. This route makes it easy for AI to enter the education industry. There the present today is forecasting the future tomorrow.
Therefore, there is a probable future of Artificial intelligence in education. Also, there are more positive changes that might be brought by Artificial Intelligence to education in the next 10 years and solutions can be implemented to minimize the negative impacts.
BCM325 lecture Notes, (n.d.). Lecture 4: Multiple Futures. Retrieved from https://moodle.uowplatform.edu.au/pluginfile.php/2698984/mod_resource/content/2/Lecture%204_18-01-2021.pdf
Charles F, Wayne H, Maya B, (2019). Artificial Intelligence In Education. Retrieved from https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9069875
Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A Review. Retrieved February 25, 2021, from https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=9069875
Humble, N., Mozelius, P. (2019), Artificial Intelligence in Education – a Promise, a Threat or a Hype? In: Paul Griffiths and Mitt Nowshade Kabir (ed.), Proceedings of the European Conference on the Impact of Artificial Intelligence and Robotics, EM-Normandie Business School Oxford, UK, 31 October-1 November 2019, ECIAIR.19.005 (pp.149-156). England Retrieved from https://doi.org/10.34190