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      Artificial intelligence in schools: Towards a democratic future

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          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.

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          Most cited references 55

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          ‘Predicting students’ school engagement using artificial neural networks’

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            ‘Responsive or responsible? Democratic education for the global networked society’

             G. Biesta, (2013)
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              ‘Some studies in machine learning using the game of checkers’

               A.L Samuel, (1959)
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                Author and article information

                Journal
                lre
                lre
                London Review of Education
                LRE
                UCL Press (UK )
                1474-8479
                21 July 2020
                : 18
                : 2
                : 163-177
                Affiliations
                UCL Institute of Education, UK
                Author notes
                Corresponding author: Email: s.leaton-gray@ 123456ucl.ac.uk
                Article
                10.14324/LRE.18.2.02
                Copyright © 2020 Leaton Gray

                This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                References: 70, Pages: 16
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                London Review of Education
                Volume 18, Issue 2

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