TY - JOUR
T1 - The Ethical Consequences, Contestations, and Possibilities of Designs in Educational Systems
AU - Close, Kevin
AU - Warr, Melissa
AU - Mishra, Punya
N1 - Publisher Copyright:
© 2023, Association for Educational Communications & Technology.
PY - 2024/1
Y1 - 2024/1
N2 - Emerging technologies present new possibilities for schools, but also present ethical issues for designers. Ethical issues arising from the design, accessibility, adoption, and implementation of emerging technologies in schools are intertwined with existing power dynamics, hierarchies, and decision-making norms that perpetuate entrenched systems. Using a framework called the fives spaces for design in education framework as an analytical lens, we explore the ethical implications of two emerging artificial intelligence technologies in education: remote proctoring software and large language models. We find that designers adopting and implementing these emerging technologies must attend to the consequences of past design decisions and recognize that emerging technologies also create places for resistance and contestations. Lastly, by recognizing the wide scope of what can be redesigned, designers can start to see possibilities for redesigning in ways that are inclusive, equitable, and ethically conscious. Ultimately, we hope to begin a critical conversation about the two technologies by thinking about the sites of consequence, contestation, and possibilities in the designed cultures, systems, experiences, processes, and artifacts of schooling.
AB - Emerging technologies present new possibilities for schools, but also present ethical issues for designers. Ethical issues arising from the design, accessibility, adoption, and implementation of emerging technologies in schools are intertwined with existing power dynamics, hierarchies, and decision-making norms that perpetuate entrenched systems. Using a framework called the fives spaces for design in education framework as an analytical lens, we explore the ethical implications of two emerging artificial intelligence technologies in education: remote proctoring software and large language models. We find that designers adopting and implementing these emerging technologies must attend to the consequences of past design decisions and recognize that emerging technologies also create places for resistance and contestations. Lastly, by recognizing the wide scope of what can be redesigned, designers can start to see possibilities for redesigning in ways that are inclusive, equitable, and ethically conscious. Ultimately, we hope to begin a critical conversation about the two technologies by thinking about the sites of consequence, contestation, and possibilities in the designed cultures, systems, experiences, processes, and artifacts of schooling.
KW - Artificial Intelligence
KW - Design
KW - Education
KW - Ethics
KW - Technology
UR - http://www.scopus.com/inward/record.url?scp=85176102675&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85176102675&partnerID=8YFLogxK
U2 - 10.1007/s11528-023-00900-7
DO - 10.1007/s11528-023-00900-7
M3 - Article
AN - SCOPUS:85176102675
SN - 8756-3894
VL - 68
SP - 186
EP - 194
JO - TechTrends
JF - TechTrends
IS - 1
ER -