GenAI Benefits and GenAI Burdens: Two Sides of the Same Coin?
Users of GenAI applications need to understand that using GenAI can lead to benefits but also introduces burdens. The benefits and the burdens are two sides of the same coin.
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Users of GenAI applications need to understand that using GenAI can lead to benefits but also introduces burdens. The benefits and the burdens are two sides of the same coin.
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Are students learning in a “dark forest”? Al in education is raising new fairness questions- use it and feel judged, avoid it and risk falling behind. We need AI literacy, fair policies, and student voices at the center.
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In an era of misinformation, Finland stands out for one simple reason: people trust its information systems. This article explores how ethics, policy, and education combine to make that trust possible, and what other democracies can learn from it.
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Emerging technologies increasingly impact the design of and access to education. Current research in higher education and educational technology argues the benefits (e.g., time-saving, personalization, scalability) and concerns (e.g., academic integrity, accessibility, data reliability, ethics, privacy) of students using artificial intelligence in education. Though these pro and con lists may be valid and growing, a perspective is often missing from conversations about AI in education: accessibility and people with disabilities. This article first reviews the importance of understanding relevant literacies—information, digital, media, and algorithmic—and describes examples of educational technologies (EdTech) that highlight learning objectives of using and creating knowledge and content with those tools. Then, inclusive and human-centered design principles are discussed as a foundational construct to design human-centered AI and use cases for integrating AI in learning design.
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Wouldn’t it be great that at the same time you were learning to read chapter books and basic informational texts, you could learn a research process that could carry you right through post-secondary studies? As M. E. Marland, a member of the UK Schools Council, asserted in 1981, from elementary school to PhD studies, in research, the questions and processes remain fundamentally the same. To find out if that was true for the Canadian context, for my PhD dissertation study I decided to observe the information behaviours of grade-three students as they worked on a class project.
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Longitudinal research in information science is rare, but an exception to that rule is a Canadian study that has surveyed academic librarians at multiple points over a 30-year period to understand their instructional goals and practices. This research program highlights the value of longitudinal and geographic comparisons.
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This article delves into the profound reasons why school librarians’ matter, particularly within the context of primary education.
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Not only is it becoming increasingly difficult to distinguish fact from opinion, but also to understand why certain content ends up in our feeds, recommendations or search results in the first place. Yet it’s more important than ever to understand it. This is where infrastructural meaning-making comes into play, and it’s something that the datafied society needs to understand.
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