Artificial Intelligence Must Became A Language – One That Is Spoken By All Students

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Artificial Intelligence

Artificial Intelligence (AI) is no longer the talk of the future – it is a thing of the present.Artificial Intelligence (AI) is no longer a futuristic concept; it is already a reality.problems, While there has been much discussion about its possible drawbacks, it also has the ability to tackle some of the most pressing issues we face, such as climate, or even global health. But, of course, this is contingent on a number of factors, including who will decide which issues to address.How will we ensure Al systems are ethical and fair? Who will decide if Al will work for us or we work for it? The ability to answer these questions will decide the quality of our fu- ture lives.

To design an Al-powered and socially progressive world, students must be en- couraged to move beyond simply knowing how to use Al as a technical competency. The goal should be to turn them into AI producers rather than consumers. They need to be able to imagine new and crea- tive ways through which to in

fuse the power of Al to solve larger, structural problems that plague society. The real rub lies in the question: How can we gear our education sys- tems to respond to this opportunity?

Take charge

What we need to figure out is how our curriculum can focus on developing problem-sol- vers who could use Al rather than producing students tech- nically proficient in it. We need to go beyond the simple idea of treating Al as a “com- puter science” module. How can we do this?

Students should be challenged to identify broader, structural issues in society that they may work on in a way that is consistent with their interests.

Artificial Intelligence must become a language – one that is spoken by all students

to international framto multilateral frameworks such as the Sustainable Development Goals of the United Nations This may be made more engaging for students by showing them case studies of how AI has been used to address comparable issues in healthcare, climate change, and agriculture. in different coun- tries and simultaneously con- nect them with technical men- tors who could help in prototyping their solutions.

Interdisciplinary participation

The Al wave has to be unlike previous technological turns that were pushed into school curriculum Python, for ex- ample, was simply taught to students interested in Compu ter Science and lent itself simply to the creation of a Python-ready workforce. The most important thing to en- sure is the participation of stu- dents across fields like Biology, Psychology and even arts. What this influx from diverse

fields can facilitate is an open exchange between students to think of creative ways to use Al.

Al cannot become yet another specialised field for “computer nerds”. It must be come a language – one that is spoken by all students. What we need are leaders of Al, not simple-minded consumers or back-office techies. We want a generation of leaders who can use Al to create solutions to solve the biggest problems pla guing our country and define its future growth. While start ing early in school is one way of doing it, it will also happen only if we simultaneously fo cus on creating responsible Al leaders at the hyper-local level and equip them with mentors and coaches who can help lead the way.

The author is a co-founder of the 1M1B Foundation (1 Million for 1 Billion Foundation) and a Global Ambassador for the Sutardja Centre for Entrepreneurship and Technology at the University of California, Berkeley.

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