Trustworthy artificial intelligence (AI) in education

Vincent‐Lancrin, Stéphan; Vlies, Reyer van der

doi:10.1787/a6c90fa9-en

Cited by 51 publications

(22 citation statements)

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“…However, as AI projects move from concept to commercial application, they often need specialised and expensive cloud computing and graphic-processing unit resources. Several countries allocate high-performance and cloud computing resources to AI-related applications and R&D (US, 2019 [49]). Some are setting up supercomputers designed for AI use and devoted to research and/or providing financial support to develop the national high-performance computing infrastructure.…”

Section: Uptake Also Requires Access To Ai Technologies and Computing Capacitymentioning

confidence: 99%

“…The ONE AI task force on AI compute (forthcoming) will develop a framework for understanding, measuring and benchmarking domestic AI computing supply by country and region (Box 9). [49]). The US National AI Initiative Act of 2020 plans to make world-class computational resources and datasets available to researchers across the country on the forthcoming US National AI Research Resource Cloud (NITRD, 2020 [50]).…”

Section: Uptake Also Requires Access To Ai Technologies and Computing Capacitymentioning

confidence: 99%

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State of implementation of the OECD AI Principles

2021

OECD Digital Economy Papers

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Impact and Opportunities" Michel Morvan (Co-Founder and Executive Chairman, Cosmo Tech), "Viewpoint from the private sector on priorities for public sector AI R&D investment" Fernando Galindo-Rueda (OECD), "Measuring the AI Content of Publicly Funded R&D Projects" Representatives from inter-governmental organisations and other entities who are engaged in complementary AI initiatives and projects also participated. They include the Council of Europe, the European Commission, the Global Partnership on AI, the Inter-American Development Bank, the United Nations, UNESCO, and the World Bank. Their involvement helped to foster synergies and minimise duplication. The last section of this report, on International and multi-stakeholder co-operation on AI, provides a preliminary overview of the current work on AI governance taking place at the intergovernmental level and how these initiatives are connected. 10  STATE OF IMPLEMENTATION OF THE OECD AI PRINCIPLES: INSIGHTS FROM NATIONAL AI POLICIES OECD DIGITAL ECONOMY PAPERS AI policy design Countries are at different stages of developing and implementing national AI strategies and policiesThe development of national policies and strategies focusing specifically on AI is a relatively new phenomenon. Countries are at different stages of developing and implementing national AI strategies and policies. The EC-OECD database of national AI policies (www.oecd.ai/dashboards) contains national AI strategies and AI-related policy initiatives from over 60 countries. Strategy and policy priorities include financing AI R&D institutions and projects, addressing societal challenges, promoting AI uptake by business, fostering inclusive social dialogue, equipping the population with the skills for developing and using AI and fostering a fair labour market transition for workers. Countries are using public and inclusive dialogue for trustworthy AITo seek input on the design of their national AI policies and strategies, governments often involve a broad range of stakeholders including citizens, civil society groups, private companies, research organisations and others. Consultation efforts generally seek to identify and report on current and future opportunities, risks and challenges arising from the use of AI in society. They also look for ways to build public trust in AI.

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Section: Uptake Also Requires Access To Ai Technologies and Computing Capacitymentioning

confidence: 99%

Section: Uptake Also Requires Access To Ai Technologies and Computing Capacitymentioning

confidence: 99%

State of implementation of the OECD AI Principles

2021

OECD Digital Economy Papers

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“… At the beginning of the COVID-19 disruption of schooling in 2020, France expanded access to its 17 banks of digital resources for school education (Banques de Ressources Numériques pour l'Ecole, BRNE) to support teachers in adapting to online teaching and saving time on preparing digital lessons or materials (Thillay, Jean and Vidal, 2020 [30]). The BRNEs bring together a range of learning and teaching resources aligned with the French curriculum, including content, tools for creation and services that enable interaction between teachers and students.…”

Section: Can Technology Help Teachers Use Their Time More Effectively?mentioning

confidence: 99%

“…The BRNE resources were created several years before the COVID-19 crisis by publishers together with EdTech companies. During the COVID-19 crisis, the BRNE were extended to all teachers interested in using them, beyond the initial target of the platform (primary-lower secondary, French public school teachers) (Thillay, Jean and Vidal, 2020 [30]). Teachers could thus rely on all digital tools provided by the BRNE in order to design and share learning activities with their students.…”

Section: Can Technology Help Teachers Use Their Time More Effectively?mentioning

confidence: 99%

“…The assessment takes into account a range of factors, including: the teacher's subject, the number of subjects, class size and composition, required preparation and marking time, student assessments, the maintenance of equipment and facilities, the amount of teacher co-operation required, the use of new teaching methods and development of study materials, communication with parents, and exceptional record keeping duties. In addition, teachers receive a reduction of time spent on Part A (and complementary increase in Part B) from the ages of 55 and 60, and additional holiday allowances from the ages of30 and 38. Source: Icelandic Ministry of Education, S. (2014), OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools: Country Background Report for Iceland, Iceland Ministry of Education, Science and Culture, http://www.oecd.org/education/schoolresourcesreview.htm.…”

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confidence: 99%

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Making the most of teachers’ time

2021

OECD Education Policy Perspectives

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Teachers' time is a critical resource for education systems and a key input for student learning. Like any type of resource, teachers' time can be allocated more or less effectively to promote positive outcomes for students. How school systems regulate teachers' working time reflects diverse conceptions of the role of teachers and different strategies for making the most of their time. The COVID-19 pandemic and the rise of remote and hybrid teaching environments in 2020 have further increased the complexity and diversity of tasks that compete for teachers' time.The pandemic context has also tested the capacity of school systems to adapt provisions for teachers' use of time quickly in response to changing conditions. Building on the findings from the OECD School Resources Review series and data from the Teaching and Learning International Survey (TALIS), this Policy Brief presents policies and practices that can promote an effective use of teachers' time by exploring the following questions:  What do we know about teachers' effective use of time?  How to balance regulations and flexibility to encourage an effective use of time?  How to define core tasks and support teachers in prioritising them?  Can technology help teachers use their time more effectively? What do we know about teachers' effective use of time?The quality of teachers is one of the most important determinants of students' educational and noneducational outcomes (Jackson, 2018[1]; Chetty, Friedman and Rockoff, 2014[2]; Rivkin, Hanushek and Kain, 2005[3]). Making the most of their precious time is a complex process that involves balancing activities inside the classroom that directly affect student learning and activities outside the classroom, such as lesson planning and professional learning, that affect students more indirectly by enhancing teachers' ability to offer high-quality instruction.Just like teachers need to balance various tasks competing for their attention, policy makers at the system level must consider difficult trade-offs when regulating teachers' time. As teachers' salaries account for a large share of educational expenditure, whether teachers are given an additional hour in the classroom, an hour to prepare their lessons or an hour to engage in professional learning can have significant implications for both the cost and the quality of education.Making choices about time allocation to support student learning is not straightforward and the research evidence on the benefits of additional instruction time is mixed (Andersen, Humlum and Nandrup, 2016[4]; Meyer and Van Klaveren, 2013[5]). In many circumstances, the quality of instruction and the time that students spend engaged with relevant tasks appear to matter more than the overall instruction time. However, there is evidence that disadvantaged students tend to benefit more from extended learning time than advantaged students (Patall, Cooper and Batts Allen, 2010[6]). Making the most of teachers' time  No. 29 -MAKING THE MOST OF TEACHERS' TIME OECD EDUCATION POLICY PERSPECT...

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