Handout: AI and the Future ofTeaching and LearningThis handout summarizes core messages in a recently released report by the US Department ofEducation, “AI and the Future of Teaching and Learning: Insights and Recommendations,” which isavailable at https://tech.ed.gov/ai/.

Core Messages
The U.S. Department of Education (Department) is committed to supporting the use of technology
to improve teaching and learning, and to support innovations throughout educational systems. This
report addresses the clear need for sharing knowledge, providing supports, and developing policies for
artificial intelligence (AI), a rapidly advancing class of foundational capabilities for recognizing patterns
and automating actions which are being increasingly embedded in all types of educational technology
systems. AI brings powerful opportunities to address education policy priorities, and we must address
both anticipated risks and the possibility of unintended consequences.

Defining AI in Schools
AI can be described as enabling two broad shifts from today’s use of technology in schools: (1) fromcapturing data to detecting patterns in data and (2) from providing access to instructional resources
to automating decisions about teaching and learning processes. Compared to commonplace
educational technology, detecting patterns and automating decisions marks an increase in the level ofresponsibilities a person may delegate to a computer system. The process of developing an AI system
may lead to bias in how patterns are detected and unfairness in how decisions are automated. Thus,
educational leaders must create policies to govern how AI is developed for and used in education.

Key Insights• AI enables new forms of interaction. Students and teachers can speak, gesture, sketch, and use othernatural human modes of communication to interact with a computational resource and each other.
AI can generate human-like responses, as well. These new forms of action may provide supports tostudents with disabilities.
• AI can help educators address variability in student learning. With AI, designers can anticipate
and address the long tail of variations in how students can successfully learn—whereas traditional
curricular resources were designed to teach to the middle or most common learning pathways. For
example, AI-enabled educational technology may be deployed to adapt to each student’s English
language abilities with greater support for the range of skills and needs among English learners.

We envision a technology-enhanced
future more like an electric bike and lesslike robot vacuums. On an electric bike,the human is fully aware and fully incontrol, but their burden is less, and theireffort is multiplied by a complementary
technological enhancement.

• AI supports powerful forms of adaptivity. Conventional technologies adapt based upon thecorrectness of student answers. AI enables adapting to a student’s learning process as it unfolds
step-by-step, not simply providing feedback on right or wrong answers. Specific adaptations may
enable students to continue strong progress in a curriculum by working with their strengths andworking around obstacles.
• AI can enhance feedback loops. AI can increase the quality and quantity of feedback provided tostudents and teachers, as well as suggesting resources to advance their teaching and learning.
• AI can support educators. Educators can be involved in designing AI-enabled tools to make their jobs
better and to enable them to better engage and support their students.
• AI increases existing risks and introduces news risks yet to be considered. AI increases risks
already present in educational technology, especially data privacy and security. AI adds new risks ofalgorithmic discrimination due to unwanted patterns in existing data and unfair automated decisionmaking. For educational systems to benefit from the opportunities, the risks must be minimized andmitigated. The Blueprint for an AI Bill of Rights is sound starting place for investigating the potential
risks in particular AI systems, especially when further elaborated with specific understanding of risks
that may arise in educational settings.

2Recommendations
1.

Emphasize Humans-in-the-Loop. We reject the notion of AI as replacing teachers. Teachers andother people must be “in the loop” whenever AI is applied in order to notice patterns and automate
educational processes. We call upon all constituents to adopt Humans-in-the-Loop as a key criteria.

2.

Align AI Models to a Shared Vision for Education. We call upon educational decision makers,
researchers, and evaluators to determine the quality of an educational technology based not only on
outcomes, but also based on the degree to which the models at the heart of the AI tools and systems
align to a shared vision for teaching and learning. The figure below describes the important qualitiesof AI models for educators to consider.
ans in the LooHump

Privacy & Data
Security
Transparent,
Accountable &Responsible
Use

Contextaware &Eﬀective AcrossContexts

CenterStudents &Teachers

Aligned toOur Vision forLearning

Inspectable
Explainable
Overridable
Minimize Bias& Promote
FairnessW3.

it hin an Ed

ucational SystemsPeersp

ctive

Design AI Using Modern Learning Principles. Further, achieving effective systems requires morethan processing “big data”—it requires more than data science. Applications of AI must be basedon established, modern learning principles, the wisdom of educational practitioners, and should
leverage the expertise in the educational assessment community around detecting bias andimproving fairness.

4. Prioritize Strengthening Trust. Technology can help us to achieve our educational objectives
only when we trust it. And our listening sessions revealed the ways in which distrust of artificial
intelligence is natural. Because trust develops as people meet and relate to each other, we call fora focus on building trust and establishing criteria for trustworthiness of emerging educational
technologies within the associations, convenings, and professional organizations that bringeducators, innovators, researchers, and policymakers together.
5.

Inform and Involve Educators. Going beyond receiving notice and explanation of the use of AI,
educational leaders must prioritize informing and involving educational constituents so they areprepared to investigate how and when AI fits specific teaching and learning needs, and what risks
may rise. Addressing data privacy is important, but strengthening trust requires more than data
privacy: educators need AI systems that can be inspected, explained, and guide how humans canoverride recommendations generated using AI. The Office of Educational Technology can playa leading role in providing information and stimulating involvement, in concert with activities
organized at all levels of the educational system.
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6. Focus R&D on Addressing Context and Enhancing Trust and Safety. Research that focuses on
how AI-enabled systems can adapt to context (diversity among learners, variability in instructional
approaches, differences in educational settings) is essential to answering the question “Do specificapplications of AI work in education, and if so, for whom and under what conditions?” We call upon
researchers and their funders to prioritize investigations of how AI can address the long tail oflearning variability and to seek advances in how AI can incorporate contextual considerations when
detecting patterns and recommending options to students and teachers. Further, researchers should
accelerate their attention to how to enhance trust and safety in AI-enabled systems for education.
7.

Develop Education-specific Guidelines and Guardrails. Data privacy regulation already covers
educational technology; further, data security is already a priority of school educational technology
leaders. Modifications and enhancements to the status quo will be required to address the newcapabilities alongside the risks of AI. We call for involvement of all perspectives in the ecosystem todefine a set of guidelines (such as voluntary disclosures and technology procurement checklists) andguardrails (such as enhancements to existing regulations or additional requirements) so that we canachieve safe and effective AI for education.

CONTACT?

If you would like more information about the AI and the Future of Teaching and Learning report,contact ed.tech@ed.gov with questions. Please include OET AI Report in the subject line.

WEBINARREGISTER for our webinar on June 13, 2023 at 2:30pm ET to learn
more about the report and the Department’s vision for supporting
information sharing and supporting policies for AI. Use the QR code
to sign up.

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