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Artificial intelligence (AI) is increasingly finding its way into our everyday lives and will shape our lives much more in the future. In education, too, AI offers great potential to improve teaching and learning. At the same time, the use of AI technologies also carries risks that need to be considered. In this detailed blog post, I would like to highlight the opportunities and risks of AI in schools and show how AI can be used meaningfully in the classroom.
First of all, it is worth taking a look at the possibilities that AI offers for the individual support of students. AI systems are able to analyze the learning progress of each individual child and provide precisely tailored learning content and exercises. This means that lessons can be ideally geared to the children's needs. Weaker students receive more support, while talented children can try their hand at more challenging tasks. Teachers are thus relieved and can devote more time to individual support.
In addition, AI enables objective performance measurement and can be used in exams and tests. Computer-generated tasks and questions can be set fairly and without bias by the teacher. Evaluation is fast and reliable. This allows the strengths and weaknesses of each child to be accurately identified.
Furthermore, AI can support teachers in lesson preparation and administrative tasks. Many time-consuming tasks such as creating worksheets or checking class work can be taken over by AI systems. As a result, teachers gain more time for lesson planning and student support.
AI also makes it possible to analyze and didactically prepare huge stocks of knowledge. In this way, current research results and developments can be quickly incorporated into teaching. Cross-connections between different subject areas can be pointed out and interrelationships clarified.
At the same time, the use of AI in schools also entails risks that must be taken into account. It is important that the use of AI systems does not lead to a dehumanization of teaching. Personal contact and interaction between teachers and students must remain central. AI should support teachers, but not replace them.
There is also a risk that AI will reinforce existing inequalities. Children from privileged households usually have better access to digital end devices and therefore benefit more from AI-supported teaching. Concepts are needed here on how all children can gain access to the new technologies.
Data protection and data security are also important issues. It must be clarified who has access to the data collected from the students. Children's privacy must also be protected in the digital learning environment.
Furthermore, there is a danger that students blindly trust AI systems and neglect their own abilities such as critical thinking and problem solving. Here, it is important to enable children to deal with AI technologies in a mature and reflective manner.
In conclusion, it can be said that AI holds great potential for school lessons, expands the possibilities of individual support and can relieve teachers. In order for this potential to unfold, pedagogical concepts are needed for the meaningful use of AI in the classroom. Teachers must be trained in the use of AI. The aim is to exploit the opportunities offered by AI without losing sight of the risks. If AI can be used responsibly in the interests of children, it can make a major contribution to the future of our education system.
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