IA in education: balance the benefits and equity problems

Artificial intelligence is making its way in the country's classrooms, promising to revolutionize education. Lawyers highlight its potential to help educators to plan lessons, follow attendance and even the detection of academic dishonesty. However, although AI offers many advantages, its rapid integration into secondary and secondary studies could disproportionately disproportionately disproportionately.

The concerns of equity of AI in education

Experts warn that increasing dependence on AI in schools can exacerbate existing racial disparities. These concerns include racial prejudices in the notation and design of study programs, the over-disciplination of black boys, underfunctioned schools in the mainly minority communities and the current “digital fracture” which leaves many black students without reliable access to technology.

Despite these challenges, many school administrators and decision -makers are not prepared to implement AI so as to promote equity and protect black students.

“We already know the problems of biases with AI,” explains Victor Lee, an associate professor at the Stanford University Graduate School of Education. “The risk of technologically induced bias is high enough for schools that adopt AI too quickly.”

However, the adoption of AI in education increases. Investigations show that a in four educator provides for the use of AI in their classrooms, which raises fears that technology is growing faster than schools can adjust it properly.

AI in the classroom: a double -edged sword

Technology has long played a role in education, pocket calculators in the 1970s to today's portable computers. AI is already present in classrooms thanks to tools such as mathematics resolution applications and Google intelligent advice that recognize shapes and colors. However, generating AI is considered a major change in the way teachers and students interact with technology.

Educational experts like Matthew Lynch emphasize the potential of the AI ​​to reduce teacher workloads by automating the notation, the planning of lessons and even the identification of difficulty students who need personalized tutoring. Some schools also use facial recognition technology for students' discipline.

But the effectiveness of AI depends on how it is designed and implemented. Research shows that IA -based educational tools often reflect the biases of their creators. The technology industry remains mainly white, black workers representing only 7.4% of digital employees, according to a McKinsey & Co. report in 2025.

“Technological companies often do not understand the experiences of black and brown students in class,” explains Nidhi Hebbar, co-founder of the Edtech Equity Project, an organization that helps schools choose inclusive Ed-Tech products. Many developers associate themselves with well-funded and predominantly white schools or base their conceptions on personal experiences that do not take into account the realities of undercered schools.

Consequently, the learning tools powered by AI can present an incomplete or biased vision of the history of blacks, misinterpreting cultural references in student tests or not precisely identifying students who need additional support. In addition, test proxy and facial recognition systems powered by AI have difficulty recognizing black and brown faces, leading to poor potential identifications and unfair disciplinary actions.

Another major problem is access. Duties and duties based on AI assume that all students have reliable computers and internet connections at home, which is often not the case for students in sub-financial districts. In addition, some schools can turn to AI as a cost reduction measure in response to teachers shortages, which could reduce the quality of education.

Critical questions for AI in schools

The generalized adoption of AI in education requires special attention.

“The bias exists in any creation,” explains Lee. “Even something as simple as a laptop or a pair of scissors can be difficult for some users, such as left -handers. AI is not different.”

Before fully adopting AI in schools, educators and decision-makers must ask difficult questions: do we critically think about its implementation? Do we ensure that black students and other marginalized groups are not left behind? How can we make AI in education more inclusive and equitable?

The AI ​​potential in education is immense, but its advantages must be accessible to all students. Without policies and thoughtful surveillance, AI risks deepening existing inequalities rather than resolving them.

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