Previous Units have explored the importance of the ethical use of AI. If this is to be enacted in schools, it needs to be incorporated into the curriculum.
How can this be achieved in geography, particularly to enable the introduction of geospatial concepts or the development of skills with geospatial tools?
In Geography, teachers have the world as their object of study.
This means that the Geography curriculum is remarkably varied from country to country, and even from school to school.
Activity: Start by reflecting on your own curriculum area and interests, and the structure of your own current curriculum (and the extent to which you can make it your own).
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Remember: the curriculum we follow today is often the result of choices that were made by teachers decades ago. Are these still the best choices as we reach 2025?
With the arrival of AI, it is now time to make fresh, informed and ethical choices.
To help us make those choices, we need to be aware of some ethical dilemmas we face as educators when we add AI to the curriculum.
Activity: Leon Furze has a written a series of blogs on AI ethics. Explore his article AI Ethics and Environment
The ethical implications of mapping, location tracking, and environmental monitoring
If young people are to understand the potential implications of AI on their own lives, the curriculum should consider the pillars of AI ethics, and the core principles explored in the Foundations of AI Ethics Unit.
Some suggestions for curriculum topics that AI use can be connected to include:
urban development (smart cities), crime, agriculture, health and environmental issues.
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In terms of the Geography curriculum, iIf we are going to spend time teaching about ethical AI, how can this new material best be added into an existing, crowded curriculum? Or is it best established inside existing topics, such as:
– Mapping / GIS
– Location tracking in urban areas.
– Environmental monitoring.