Hoadley, C
; Wang, XC
(Ed.)
The present study examined teachers’ conceptualization of the role of AI in addressing inequity. Grounded in speculative design and education, we examined eight secondary public teachers’ thinking about AI in teaching and learning that may go beyond present horizons. Data were collected from individual interviews. Findings suggest that not only equity consciousness but also present engagement in a context of inequities were crucial to future dreaming of AI that does not harm but improve equity.
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