The fundamental argument presented here is that educators should not merely be passive users but active collaborators in the creation and application of AI technologies in education. Holstein et al. emphasize that AI systems are most effective when designed to complement and support teachers, helping them orchestrate learning experiences rather than replacing their professional expertise (Holstein et al. 3). This approach respects the complexity of teaching and leverages AI as an augmentation tool.
Similarly, Rose Luckin advocates for AI-based assessment systems that uphold ethical standards and are guided by educator insights. In her article, she stresses that AI assessment tools must align with educators’ values to fairly and accurately evaluate students, preventing harmful biases or inaccuracies (Luckin, "Towards Artificial Intelligence-Based Assessment Systems"). Her work also extends to emphasizing teacher involvement in AI tool development to ensure the technology reflects the nuanced realities of learning (Luckin, "The Role of Educators in AI-Enhanced Learning").
Philosopher Neil Selwyn offers a cautionary perspective, arguing that AI should never replace the human judgment and care provided by teachers. His book calls for continued human oversight, cautioning against overreliance on AI systems in education and stressing that technology must serve educators, not supplant them (Selwyn).
These perspectives converge on the need for AI and educators to work in partnership. Sal Khan, founder of Khan Academy, echoes this view, advocating for AI to democratize and personalize education while keeping teachers at the center of the learning experience (Khan).