A recent report by the Digital Poverty Alliance reveals potential risks from generative AI in education.
- Current AI policies in UK education lack development and clear execution plans.
- Digital poverty, affecting 19 million people, exacerbates inequality in access to AI technology.
- Comprehensive training for teachers and students on AI tools is urgently needed.
- Proper AI implementation could enhance educational support, especially for students with special needs.
The Digital Poverty Alliance (DPA) has published a report highlighting the potential for generative AI to increase educational inequality in the UK. The report, presented at parliament, emphasises the lack of development and strategy in current AI policies related to education. Local authorities across England reportedly do not have oversight on AI usage in educational contexts.
A significant concern raised by the DPA is the issue of digital poverty, which they define as a lack of access to appropriate devices, reliable internet, and the necessary skills to utilise new technologies. Currently, this affects approximately 19 million people. Children suffering from digital poverty are less likely to benefit from the advancements generative AI offers, potentially widening the educational gap.
Elizabeth Anderson, CEO of the Digital Poverty Alliance, stated that while generative AI holds the potential to revolutionise learning by personalising education, without addressing digital poverty, these advancements may leave vulnerable students further behind. Anderson calls for an all-encompassing effort from relevant bodies to tackle this challenge.
The report stresses the urgent necessity for comprehensive training related to AI for both teachers and students. Anderson underlines that the ‘Rethinking Education with Generative AI’ report advocates for equipping the next generation with skills and access to suitable technologies to thrive in an AI-driven future. Addressing these challenges may transform generative AI into an empowering tool rather than a divisive one.
Additionally, the DPA cautions about the risks of AI systems influenced by societal biases if trained on limited datasets. The group, however, acknowledges that if implemented correctly, AI can significantly enhance support for students, particularly those with special educational needs.
Generative AI presents both opportunities and challenges in education, requiring strategic policies and equitable access to ensure it benefits all students.
