AI in education: can it raise us up or will it divide us further?

9 The Brookings Institution identifies three types of digital divide: access to technology; access to technology and the skills to use it; and access to technology, the skills to use it and people to support them. [...] • Impact monitoring: enabling scientific and regulatory investigation into the impact of AI education products; using this to support guidance for schools on use of technology and to incentivise product development and shape the market • Market shaping: government may want to shape the market by incentivising or supporting the creation or adaptation of products to meet needs in the UK education sy. [...] The level of supervision for these purposes does not need to be the same as for the introduction of AI tutoring to schools and colleges, because of the scale, the greater diversity of uses and the greater capabilities of adults. [...] This needs to be expanded to include the ability to apply AI itself to analyse the complex data created by AI systems, the ability to monitor processes in something much closer to real time, the ability to run tests on systems, and the capability to operate publicly with conflicting interpretations of data. [...] Another area that may, in time, give rise to public anxiety is the potential for the use of AI in education combined with neuroscience and psychology to provide deeper insights into the working of the human brain and the most effective ways of imparting information, skills and behaviours.