AI in Social Education: Tools for Thoughtful Practice with Generative Artificial Intelligence (Poster 2)

• In Event: AI in Social Studies Education: Tools for Thoughtful Practice With Generative Artificial Intelligence

Abstract

Generative Artificial Intelligence is a “hot” topic in education and beyond. Educators are wondering (and perhaps fearing) that there will be unfortunate outcomes if they use—or don’t use—AI in their classrooms. This collection of presentations takes a specific look at AI in the realm of social studies, both K-12 and preservice teacher education. AI provides some things that are helpful, while also constraining or foreclosing other avenues. We warn against the extremes of relying upon AI uncritically and condemning AI wholeheartedly as an evil harbinger of academic (or societal) doom. Rather, there is a need, especially among educators, for thoughtful consideration of the current and potential future impacts of AI that avoids the traps of alarmism or technoutopianism.

In a broader sense than just AI, Smits and Krutka (2024) asked a key question: Can technology be evil? Although many of us may have initial gut reactions to that question, the answer is far from a simple one. Broadly speaking, technology is often seen as “a neutral tool that can be used for good or evil” and yet this view fails to see how “technology is a force of its own that shapes people and the environment” (p. 127). The call, then, urges that we must not:
1. Thoughtlessly use technology as it is presented to us.
2. Wait for the solutions from heroes, surrendering our agency.
3. Refuse to acknowledge, or act on, the ideological biases of technology. (Smits & Krutka, p. 137)
The situation that is specific to AI as a type of technology calls for that same attention, but because of the popular imagery that is unique to AI, this issue of whether it can be evil—or good—is perhaps more fraught.

Like any technology, Artificial Intelligence, has both helpful and harmful potential, and it is therefore important to consider the tradeoffs of technological tools (Postman, 1998) while asking technoskeptical questions (Krutka & Heath, 2023). Technological advancements such as AI will provide some useful tools for educators, while also constraining or foreclosing other avenues for thought and action. We should not rely upon AI uncritically and to consider it as ushering in a new utopia, nor to condemn AI wholeheartedly as an evil harbinger of academic (or societal) doom. Rather, there is a need, especially among educators, for thoughtful consideration of the current and potential future impacts of AI that avoids the traps of alarmism or technoutopianism.

In our introduction to this session, we outline some guidelines for thoughtful engagement with AI in social studies, and then facilitate conversation among presenters and between presenters and the audience.

Authors

• Christopher H. Clark, University of North Dakota

• Cathryn van Kessel, Texas Christian University