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Public education requires transparent, democratically guided governance, yet current debate is dominated by promotional claims rather than careful evaluation. Without effective public oversight, opaque and unproven AI systems can intensify harms to civic direction, teacher-student relationships, privacy, surveillance, and accountability.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Oversight, AI in Schools Will Do More Harm Than Good .  \nBen Williamson University of Edinburgh  \nAlex Molnar and Faith Boninger University of Colorado Boulder  \nMarch 2024  \nNational Education Policy Center  \nSchool of Education University of Colorado Boulder [nepc.colorado.edu](nepc.colorado.edu)  \nAcknowledgements  \nNEPC Staff  \nFaith Boninger  \nPublications Manager  \nPatricia Hinchey Academic Editor  \nElaine Duggan Production Design  \nAlex Molnar NEPC Director  \nKevin Welner NEPC Director  \nSuggested Citation: Williamson, B., Molnar, A., & Boninger, F. (2024) . Time for a pause: Without effective public oversight, AI in schools will do more harm than good. Boulder, CO: National Education Policy Center. Retrieved [date] from [http://nepc.colorado.edu/publication/ai](http://nepc.colorado.edu/publication/ai)  \nFunding: This policy brief was made possible in part by funding from the Great Lakes Center for Educational Research and Practice.  \nGREAT LAKES CENTER  \nFor Education Research & Practice  \nPeer Review: Time for a Pause: Without Effective Public Oversight, AI in Schools Will Do More Harm Than Good was double-blind peer-reviewed.  \nThis publication is provided free of cost to NEPC’s readers, who may make non-commercial use of it as long as NEPC and its author(s) are credited as the source. For inquiries about commercial use, please [contact NEPC at](contact NEPC at nepc@colorado.edu)[ nepc@colorado.edu](contact NEPC at nepc@colorado.edu).  \nThis work is licensed under a Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International License.  \nThe National Education Policy Center (NEPC), a university research center housed at the University of Colorado Boulder School of Education, sponsors research, produces policy briefs, and publishes expert third-party reviews of think tank reports. NEPC publications are written in accessible language and are intended for a broad audience that includes academic experts, policymakers, the media, and the general public. Our mission is to provide high-quality information in support of democratic deliberation about education policy. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence and support a multiracial society that is inclusive, kind, and just. Visit us at: [http://nepc.colorado.edu](http://nepc.colorado.edu)  \n[http://nepc.colorado.edu/](http://nepc.colorado.edu/publication/ai)[publication/ai](http://nepc.colorado.edu/publication/ai) 2 of 42  \nTime for a Pause: Without Effective Public Oversight, AI in Schools Will Do More Harm Than Good.  \nBen Williamson  \nUniversity of Edinburgh Alex Molnar and Faith Boninger University of Colorado Boulder  \nMarch 2024  \nI . Executive Summary  \nIgnoring their own well-publicized calls to regulate AI development and to pause implementation of its applications, major technology companies such as Google, Microsoft, and Meta are racing to fend off regulation and integrate artificial intelligence (AI) into their platforms. Concerns underlying calls for such a pause run the gamut; here, we focus on democracy and privacy. The weight of the available evidence suggests that the current wholesale adoption of unregulated AI applications in schools poses a grave danger to democratic civil society and to individual freedom and liberty.  \nPublic education is a public and private good essential to democratic civic life. The public must, therefore, be able to provide meaningful direction over schools through transparent democratic governance structures. Yet important discussions about AI’s potentially negative impacts on education are being overwhelmed by relentless rhetoric promoting its alleged ability to positively transform teaching and learning. The result is that AI, with little public oversight, is on the verge of becoming a routine presence in schools.  \nThese risks and harms follow years of warnings and precedents. T","cbCaigt22yfqwYIl","https://ap.wps.com/l/cbCaigt22yfqwYIl","pdf",1383756,42,"English","# Executive Summary\n## Core Risks of Unregulated AI in Schools\n## Potential Harms to Learning, Privacy, and Accountability","[{\"question\":\"Why do the authors call for a pause on AI implementation in schools?\",\"answer\":\"They argue that unregulated, wholesale adoption of AI systems creates grave dangers to democratic civic life and to individual freedom and liberty.\"},{\"question\":\"What primary concerns are highlighted in the executive summary?\",\"answer\":\"The summary focuses on democracy and privacy, emphasizing how insufficient oversight can undermine transparent governance and increase risks to student privacy and surveillance.\"},{\"question\":\"How might AI negatively affect teaching, learning, and school administration?\",\"answer\":\"The authors warn that AI integration could degrade teacher-student relationships, spread misinformation, introduce bias into consequential decisions, and lock districts into costly corporate technology systems.\"}]","Time for a Pause: Without Effective Public Oversight, AI in Schools Will Do More Harm Than Good | PDF",1792049153,106]