Author: kwiechart

W-Z

Walker. K., (2023). Artificial Intelligence and the Need for Social Emotional Learning.
Youth Development Insight. University of Minnesota Extension. https://blog-youth-
development-insight.extension.umn.edu/2023/08/artificial-intelligence-and-need-for.html
Walker, a professor and specialist in youth work highlights the increasing integration
of artificial intelligence (AI) into daily life and underscores the need for young people to develop not only technical skills but also social emotional learning (SEL)
competencies. The author discusses the limitations of AI in replicating essential
human qualities, highlighting the significance of SEL skills such as empathy;
adaptability; resilience; and ethical decision making in navigating an AI – driven
society. The role of youth programs is highlighted as a critical avenue for fostering
SEL through safe and supportive environments; experiential learning; mentoring and leadership development. The writing suggests that future investments in SEL are of paramount importance to empower young people to navigate the challenges and
opportunities presented by AI. Future generations need social and emotional skills to
advance in a more inclusive, compassionate and technologically adept culture and
society. Walker presents an interesting argument for further research into this area.

G-J

Harari, Y. N. (2018). The Future of Education. Penguin Talks [Video]. YouTube.
https://www.youtube.com/watch?v=j0uw7Xc0fLk
Yuval Noah Harari discusses themes from his book 21 Lessons for the 21st Century in
this Penguin Talk. The historian and renowned author believes humanity is headed
towards unprecedented times, impossible to predict. Automation may eliminate the
need for many jobs carried out by humans, it may also create many opportunities to
service or leverage AI. Most importantly, he discusses how social and emotional
learning in school can safeguard students from the turmoil that will be experienced by
constantly needing to reinvent themselves; in an ever evolving and more
interconnected world. Future computer programmers will make decisions that affect
all of humankind, possibly whole countries at a time, whether positively or negatively
they also need to be well versed in the ethical and moral consequences.
This resource serves to spark discussion on topics taught in schools, as it is
difficult to prepare students for an unpredictable job market, especially as many
previously sought after skills will become obsolete.

A-C

Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and ethics, 2(3), 431–440. https://doi.org/10.1007/s43681-021-00096-7
Among all potential ethical and societal risks, challenges, and dilemmas of AI
applications in K-12 classrooms, this paper focuses on problems of privacy, surveillance, autonomy, bias, and discrimination. Privacy concerns of students and teachers is one of the biggest ethical issues as AI systems ask for user’s consent to access their personal data, such as racial identity, location, and other personal information. Another concern is surveillance. AI tracking systems constantly monitor user activities and determine their preferences. AI can also jeopardize students and teachers’ autonomy, which is their ability to act on their own interests and values. AI also reveals gender bias and racial stereotypes. This is a credible and useful resource. It is an academic journal published in the National Library of Medicine in 2021. It is important to include a counterargument which can make my overall argument more persuasive because it shows that I looked at the issue from multiple perspectives.