AI and personalized learning in high school

In today’s evolving educational landscape, artificial intelligence (AI) is a double-edged sword – an emerging technology that could revolutionize learning or exacerbate existing inequalities. The potential for AI to transform personalized learning in secondary schools is promising, but it brings to light a number of challenges and ethical considerations that cannot be ignored.

As a first-year student at the University of Virginia, I was a build4good intern last summer in the New America Teaching, Learning, and Technology program. My project involved exploring how technology, including AI, can be leveraged to improve learning experiences. I was particularly motivated to investigate how AI could positively impact personalized learning – an approach in which teaching methods are tailored to meet each student’s unique needs and learning styles – and potentially widen existing educational disparities for high school students . As AI’s presence grows, its ability to personalize learning experiences and adapt to individual learners’ needs offers promising advances. However, the rapid expansion of AI in education also raises critical questions about justice, equity, and access (1). To better understand these implications, I examined existing research and interviewed some high school students who shared their experiences, shedding light on the opportunities and risks associated with AI.

Survey results and student reactions

Initial research has highlighted the potential benefits and concerns associated with AI in the classroom. AI can deliver personalized educational experiences and provide feedback tailored to individual needs. For example, one student shared how AI tools efficiently removed redundant tasks like organizing class notes or filling out progress logs, allowing more focus on core learning activities like participating in discussions or working on creative projects. Despite these advantages, concerns about the accuracy and fairness of AI systems prevailed. One student reported an experience in which the grade provided by an AI system differed significantly from that received from a teacher, confirming concerns raised by scholars about the reliability of such tools (2).

Another student emphasized the critical need for equitable access to AI technologies, sharing that “It’s not like the school encourages it. If you don’t have a personal computer, you don’t have access to AI.” This sentiment is in line with the findings of Reimagining education – The role of e-learning, creativity and technology in the post-pandemic erawhich notes that AI is not encouraged in some schools and that access depends heavily on personal resources, such as having a computer at home (3). This discrepancy points to a larger issue of educational equity, as highlighted in Digital Promise’s AI Literacy Framework, where students without access to AI may be left behind. Although secondary school students expressed concerns about unequal access, fears that AI could widen the gap between well-resourced and under-resourced schools were prominently discussed in research findings (4).

Perspectives on AI in Education

Discussions revealed varying opinions on the role of AI in education. While the potential for AI to significantly improve personalized learning was highlighted in the survey, students echoed this idea in simpler terms, with one saying, “AI can give one-on-one feedback and work with students one-on-one.” However, they also stressed that their use in schools should be approached with caution, especially due to the lack of adequate guidance on how to use these tools effectively (3). While some students appreciated the personalized feedback that AI provides, others expressed concerns that “AI cannot teach” and that they “prefer visible human teachers” as AI reduces meaningful interactions with teachers (1).

A key theme that emerged from both the investigation and student feedback was the need for educators to be involved in the development and implementation of AI tools. During interviews, several students expressed concern that “teachers don’t really like AI, except on platforms like Quizlet and Duolingo.” These comments align with findings from a Bellwether newsletter, which indicate that without adequate training, awareness, and engagement, teachers may struggle to effectively integrate AI into their classrooms, potentially limiting the benefits these technologies provide. can offer (5).

Facing the challenges

Based on my existing research that I reviewed and findings from the interviews, several key challenges must be addressed to ensure the successful integration of AI in secondary schools. These challenges include:

• Biggest prejudice: The risk of AI reinforcing existing biases in education is significant. Regular audits of AI systems have been suggested to identify and mitigate bias, promoting equity (4).
• Lack of transparency and accountability: A significant concern is the lack of transparency around how AI algorithms work and make decisions, especially when it comes to assessing, tracking student progress, or recommending personalized learning paths. Interviewed students and educators called for more communication from AI creators, looking for clear explanations about how these algorithms determine grades, evaluate student performance, and suggest next steps in learning (2).
• Weaker teacher-student relationships: The impact of AI on these relationships is critical. Although AI can help with routine tasks, it should not replace the essential role of teachers in guiding and supporting students (3).
• Access and equity gaps: Ensuring equitable access to AI technology is crucial. Without it, AI could widen the gap between well-resourced and under-resourced schools, exacerbating educational inequalities and leaving some students behind (5).

The opportunities

Despite these challenges, AI holds considerable promise for improving education:

• Improved efficiency and consistency: AI can streamline educational processes, allowing teachers more time to interact directly with students. By handling routine tasks, AI frees up time for personalized instruction (2).
• More opportunities for personalized learning: AI is capable of providing personalized feedback and recommendations can revolutionize personalized learning, helping students learn more effectively (1).
• Data-driven insights: AI has the ability to analyze data and can provide valuable insights into student performance, identifying trends and patterns that might otherwise go unnoticed (5).

Policy recommendations

To maximize the benefits of AI while addressing its challenges, several policy recommendations have been proposed:

• Biased audits and transparency requirements: Regular audits of AI systems and clear explanations of algorithmic decisions should be mandatory (4).
• Teacher Training and Engagement: Teachers should be involved in AI development, with professional development programs that help them integrate AI effectively (3).
• Equitable access to AI technologies: Policies must ensure that all schools have access to high-quality AI tools, with equity as a central consideration (5).
• Support for teacher-student relationships: AI should complement, not replace, the role of the teacher, enhancing rather than diminishing teacher-student interactions (1).

Conclusion

As AI continues to be incorporated into secondary education, it is crucial to approach its integration thoughtfully, with a commitment to justice and equity. While AI offers significant potential to enhance personalized learning and improve educational outcomes, it also presents challenges related to bias, transparency, and access. The research I reviewed supported the insights gleaned from students and emphasized the importance of involving educators in AI development, ensuring equitable access to the technology, and maintaining the human element in education. By addressing these challenges, AI can become a powerful tool for promoting equity and educational excellence.

Quotes
(1) Teen and young adult perspectives on generative AI (Common Sense Media Report)

https://www.commonsensemedia.org/sites/default/files/research/report/teen-and-young-adult-perspectives-on-generative-ai.pdf

(2) Teachers’ adoption of AI chatbots (Education Week)

https://www.edweek.org/technology/ Which-teachers-are-more-probably-to-use-ai-chatbots/2024/06

(3) Perceptions and barriers to the adoption of artificial intelligence in basic education (survey with educators)
https://www.intechopen.com/chapters/1171043

(4) AI Literacy Framework (Digital Promise)

https://digitalpromise.dspacedirect.org/server/api/core/bitstreams/c09bc1b5-a869-4fc3-b47b-c3bfd6575ca0/content

(5) Amazon Generative AI Maturity Assessment (Bellwether)

https://bellwether.org/ai-newsletter/the-leading-indicator-issue-one/