AI in 5 Read More
AI in 5 Read More
AI in 5 Read More
AI in 5 Read More
AI in 5 Read More
AI in 5 Read More
Artificial Intelligence (AI) deepfakes have become a troubling phenomenon in schools, as highlighted in Olina Banerji’s article for Education Week’s Research Center. Instances of misuse, such as creating AI-generated explicit images of female students and fake audio clips to harm educators’ reputations, have brought to light the urgent need for policies and education on responsible AI use. The consequences for victims can be devastating, ranging from emotional distress to long-term reputational damage that could impact college admissions and career opportunities. Additionally, schools face challenges in addressing such incidents effectively, often struggling to balance disciplinary actions with providing restorative support for those harmed.
The article describes how schools are grappling with this new form of cyberbullying and harassment. For example, a Baltimore school faced community backlash when an athletic director used AI to fabricate racist audio attributed to the principal. Students, parents, and teachers are concerned, with 67% of surveyed educators acknowledging students had been misled by deepfakes. However, training on this issue is inconsistent, leaving educators and students vulnerable to manipulation. Experts warn that the accessibility of AI tools could lead to further exploitation, underscoring the need for comprehensive media literacy and stricter regulations.
Some schools have adopted proactive measures, such as revising codes of conduct and implementing media literacy curricula. Yet, gaps remain in supporting victims and fostering empathy. Programs like the peer-to-peer learning initiative from The Social Institute emphasize coaching students on responsible technology use and ethical decision-making. Meanwhile, legislative efforts, such as the Defiance Act, aim to criminalize harmful AI practices and empower victims to seek justice. These efforts highlight the need for a multi-faceted approach that includes preventative education, clear policies, and legal safeguards.
This issue underscores the responsibility of educational leaders to bridge the gap between AI advancements and ethical challenges. By addressing the dual needs of accountability and empathy, schools can help students navigate this evolving landscape responsibly.
Source: Olina Banerji, Education Week’s Research Center: Why Schools Need to Wake Up to the Threat of AI ‘Deepfakes’ and Bullying (December 9, 2024).
Artificial Intelligence (AI) deepfakes have become a troubling phenomenon in schools, as highlighted in Olina Banerji’s article for Education Week’s Research Center. Instances of misuse, such as creating AI-generated explicit images of female students and fake audio clips to harm educators’ reputations, have brought to light the urgent need for policies and education on responsible AI use. The consequences for victims can be devastating, ranging from emotional distress to long-term reputational damage that could impact college admissions and career opportunities. Additionally, schools face challenges in addressing such incidents effectively, often struggling to balance disciplinary actions with providing restorative support for those harmed.
The article describes how schools are grappling with this new form of cyberbullying and harassment. For example, a Baltimore school faced community backlash when an athletic director used AI to fabricate racist audio attributed to the principal. Students, parents, and teachers are concerned, with 67% of surveyed educators acknowledging students had been misled by deepfakes. However, training on this issue is inconsistent, leaving educators and students vulnerable to manipulation. Experts warn that the accessibility of AI tools could lead to further exploitation, underscoring the need for comprehensive media literacy and stricter regulations.
Some schools have adopted proactive measures, such as revising codes of conduct and implementing media literacy curricula. Yet, gaps remain in supporting victims and fostering empathy. Programs like the peer-to-peer learning initiative from The Social Institute emphasize coaching students on responsible technology use and ethical decision-making. Meanwhile, legislative efforts, such as the Defiance Act, aim to criminalize harmful AI practices and empower victims to seek justice. These efforts highlight the need for a multi-faceted approach that includes preventative education, clear policies, and legal safeguards.
This issue underscores the responsibility of educational leaders to bridge the gap between AI advancements and ethical challenges. By addressing the dual needs of accountability and empathy, schools can help students navigate this evolving landscape responsibly.
Source: Olina Banerji, Education Week’s Research Center: Why Schools Need to Wake Up to the Threat of AI ‘Deepfakes’ and Bullying (December 9, 2024).
Artificial Intelligence (AI) deepfakes have become a troubling phenomenon in schools, as highlighted in Olina Banerji’s article for Education Week’s Research Center. Instances of misuse, such as creating AI-generated explicit images of female students and fake audio clips to harm educators’ reputations, have brought to light the urgent need for policies and education on responsible AI use. The consequences for victims can be devastating, ranging from emotional distress to long-term reputational damage that could impact college admissions and career opportunities. Additionally, schools face challenges in addressing such incidents effectively, often struggling to balance disciplinary actions with providing restorative support for those harmed.
The article describes how schools are grappling with this new form of cyberbullying and harassment. For example, a Baltimore school faced community backlash when an athletic director used AI to fabricate racist audio attributed to the principal. Students, parents, and teachers are concerned, with 67% of surveyed educators acknowledging students had been misled by deepfakes. However, training on this issue is inconsistent, leaving educators and students vulnerable to manipulation. Experts warn that the accessibility of AI tools could lead to further exploitation, underscoring the need for comprehensive media literacy and stricter regulations.
Some schools have adopted proactive measures, such as revising codes of conduct and implementing media literacy curricula. Yet, gaps remain in supporting victims and fostering empathy. Programs like the peer-to-peer learning initiative from The Social Institute emphasize coaching students on responsible technology use and ethical decision-making. Meanwhile, legislative efforts, such as the Defiance Act, aim to criminalize harmful AI practices and empower victims to seek justice. These efforts highlight the need for a multi-faceted approach that includes preventative education, clear policies, and legal safeguards.
This issue underscores the responsibility of educational leaders to bridge the gap between AI advancements and ethical challenges. By addressing the dual needs of accountability and empathy, schools can help students navigate this evolving landscape responsibly.
Source: Olina Banerji, Education Week’s Research Center: Why Schools Need to Wake Up to the Threat of AI ‘Deepfakes’ and Bullying (December 9, 2024).
The Washington Association of School Administrators (WASA) is an organization anchored in leadership, trust, and advocacy. WASA is, first and foremost, about leadership for equity and excellence for all students.
The Washington Association of School Administrators (WASA) is an organization anchored in leadership, trust, and advocacy. WASA is, first and foremost, about leadership for equity and excellence for all students.
The Washington Association of School Administrators (WASA) is an organization anchored in leadership, trust, and advocacy. WASA is, first and foremost, about leadership for equity and excellence for all students.
The Washington Association of School Administrators (WASA) is an organization anchored in leadership, trust, and advocacy. WASA is, first and foremost, about leadership for equity and excellence for all students.