• Mon. Oct 19th, 2020

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Artificial intelligence (AI), we talk about it a lot. It’s a hot topic that fuels discussions and passions. Its media ubiquity has increased in recent years and it is possibly amplified in Quebec by the fact that Montreal is one of the essential places in the development of deep learning, an algorithmic approach used in AI. It is also mainly because this approach has been very successful in recent years that there is this craze for AI. That said, deep learning isn’t the only approach in AI, there are plenty more. It has not always been considered as such a promising approach, appearing much more in interesting theoretical models, but which did not give concrete results. In addition to persistence in research work, two factors have allowed the emergence of interesting results for deep learning: the increase in the amount of data available and the processing speed of computers. Indeed, AI-based on this approach needs a lot of data to practice, to learn. The possibilities offered by the Internet in this regard have certainly contributed to this technological revolution.

AI in our lives

Thus, AI has already entered our lives, if only on the Internet, where it is used extensively in advertising. The first trials of autonomous cars are also a manifestation of interest in AI and attempt to implement it in all spheres of life can be anticipated. The field of education is no exception and we can wonder about the impacts that AI will have on it. However, before exploring these questions, it is important to understand the subject. Here is a definition according to Larousse editions:

On the one hand, this definition gives AI a very broad spectrum of application and on the other hand, it accords with an idea that is very widespread in the population: that wanting that AI serves primarily to replace human intelligence. But what is it?

Defining artificial intelligence: no small task!

It must also be admitted that AI is very far from replacing human intelligence today and that it is difficult to estimate the extent of the development of AI in the future. The projections range from a limited application of AI in the coming decades to the achievement of a technological singularity in the relatively near horizon. This singularity would be a point of no return where AI could develop itself exponentially, jeopardizing the control that humans could have over it. The impacts of AI on education

360digitmg started Artificial intelligence training in Bangalore whereas today taught as part of classic problem-solving strategies and not as instances of AI. Also, the border between mathematics and computer science not always being clear, the same problem arises for the definition of AI which, generally, is categorized as being a branch of computing. The distinction between all of these areas may not always be necessary and therefore when talking about AI, are we always talking about something so different from math? This question is interesting not only to try to establish a definition but also because the arrival of AI allows us to question ourselves about the training that we offer to students in mathematics. It will also be discussed in this dossier.

The interest of the educational triangle as an angle of attack to categorize the impacts lies in the fact that it is a relatively effective model and that it forces us to question several aspects of education in a school context. Here is a very brief introduction with a series of ideas to explore according to each of its three vertices and three relationships.

1. The teacher

This is probably what gives rise to the most fears: will AI succeed in replacing the teacher? From the perspective of even very significant progress, the answer is no.

A report by the Brookfield Institute indicates that early childhood educators, preschool, elementary, and secondary school teachers are among the five jobs least likely to be affected by automation (Lamb, 2016). AI naturally leads to the development of several technologies that are likely to replace repetitive and relatively predictable tasks of teachers’ responsibilities. However, the work of the 21st-century teacher goes far beyond the spectrum of automatable tasks. Beyond being a master broker of knowledge, teachers can be creators of learning environments and support for students. Humans have qualities that are difficult to reproduce in AI; we’re talking about empathy, kindness, critical judgment, and cognitive flexibility. In other words, general skills[3] Teachers will largely be what sets them apart from AI. Thus, jobs that affect human relations would benefit from some protection from a hypothetical replacement by a robot with strong AI. This is true for reasons of technological limitations, but also because humans could potentially prefer interaction with a fellow human being rather than with an AI.

2. The student

The question arises even if it may seem far-fetched: can AI have an impact on the student himself? We are certainly not talking about replacing the student with an AI. The mere thought that AI might interfere with the educational relationship is likely to cause the idea to be automatically rejected in many people reading these lines. Again, just because a technology exists doesn’t mean we want to use it. For example, daring to consider that AI could be in class management opens the door to writing a script for the Black Mirror series (a dystopian British television series where technological drifts are presented). That said, we cannot ignore this possibility if only to guard against the misuse of AI.

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