Methodology, Legend, and Rhetoric

The Constructions of AI by Academia, Industry, and Policy Groups for Lifelong Learning

Bibliographic Data

ID5337589
AuthorsRebecca Eynon (0000-0002-2074-5486, University of Oxford, Oxford, United Kingdom, corresponding author), Erin Young (0009-0000-0823-7801, University of Oxford, Oxford, United Kingdom)
Year2021
Volume46
Issue1
Pages166-191
Publication date2021-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Technology & Human Values (JOURNAL)
Journal identifiersISSN: 0162-2439 • E-ISSN: 1552-8251
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0162243920906475
OpenAlexW3008689577
LanguageEN
Citations received28
References cited34

Artificial intelligence (AI) is again attracting significant attention across all areas of social life. One important sphere of focus is education; many policy makers across the globe view lifelong learning as an essential means to prepare society for an "AI future" and look to AI as a way to "deliver" learning opportunities to meet these needs. AI is a complex social, cultural, and material artifact that is understood and constructed by different stakeholders in varied ways, and these differences have significant social and educational implications that need to be explored. Through analysis of thirty-four in-depth interviews with stakeholders from academia, commerce, and policy, alongside document analysis, we draw on the social construction of technology (SCOT) to illuminate the diverse understandings, perceptions of, and practices around AI. We find three different technological frames emerging from the three social groups and argue that commercial sector practices wield most power. We propose that greater awareness of the differing technical frames, more interactions among a wider set of relevant social groups, and a stronger focus on the kinds of educational outcomes society seeks are needed in order to design AI for learning in ways that facilitate a democratic education for all

Engineering ethics · Globe · Lifelong learning · Pedagogy · Political science · Public relations · Rhetoric · Social learning · Sociology · Digital Education and Society · Engineering · Ethics and Social Impacts of AI · Online Learning and Analytics · Psychology

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