Assignment 1: AI, Data, and Privacy in Learning
Learning Focus
This week, I looked at how AI tools use data to make learning personal. Data helps AI understand what each student needs. But it also raises big questions about privacy and control. My goal was to learn how schools can use AI without risking student safety.
Learning Activities and Tools Used
I read a report by UNESCO (2021) that explains how data is the core of AI in education. It says data can guide teachers, improve access, and make learning fairer when used with care.
An article by Slade and Prinsloo (2013) warned about the risks of learning analytics. They said that even when data looks anonymous, it can still identify students. That means schools must have strong policies before collecting or storing it.
I also reviewed a paper by Williamson and Piattoeva (2022) that explains how AI turns education into a system built on constant data collection. It argues that schools need to set clear limits on how long data is stored and who can access it.
Reflection
These readings made me think about how much information students share online. Every click, answer, or time spent on a page can be tracked. That data helps teachers plan better lessons, but it also builds a digital record of each student.
AI systems should never use data without clear consent. Students need to know what is collected, why, and how long it is kept. Privacy should not depend on trust alone, but on real control and strong rules.
Next, I want to learn about how bias appears in AI systems. I also want to see what tools exist to make data use more ethical in schools.
References:
Slade, S., & Prinsloo, P. (2013). Learning analytics: Ethical issues and dilemmas. American Behavioral Scientist, 57(10), 1510–1529. Retrieved from https://doi.org/10.1177/0002764213479366
UNESCO. (2021). AI and Education: Guidance for Policy-Makers. Paris: UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000376709
Williamson, B., & Piattoeva, N. (2022). Education governance and datafication. Oxford Research Encyclopedia of Education. Oxford University Press. Retrieved from https://doi.org/10.1093/acrefore/9780190264093.013.1629