Facilitated Workshop on New Tech
Our recent experience with GA Tech left us impressed and profoundly enlightened. Within a single morning, we found ourselves immersed in two exceptional learning opportunities: the art of storytelling through maps and the ethical considerations surrounding predictive AI in shaping urban policies, specifically policing, in cities like Atlanta.
The simplicity of the Map Room couldnt’ go unnoticed. A single projector beamed down onto a table covered in paper, with markers and post-its nearby. Nonetheless, this basic setup transformed our experiences into a rich narrative.
As we began highlighting areas on the map based on our assumptions of crime, it didn’t take long for us to realize we were weaving an intricate story. Everyone's experiences brought new layers to our understanding of crime and policing in Atlanta. Then adding census data and redlining maps further enriched the narrative, revealing details often overlooked. Along with what we could visibly see on our map, we were very aware that so many layers remained unseen or outside of the confines of our table space.
Yet, our learning went deeper than storytelling. While we were experiencing the power of maps, we were also discussing predictive AI and its implications for policy making, particularly in cities like Atlanta. Here, the deployment of machine learning to inform policy decisions, including those related to policing, raised profound ethical concerns. We saw from our own experience that we brought bias to predicting crime within the city. It quickly became clear that the data the city relies on brings even more bias. These biases can, does, and will perpetuate social inequalities that we, as citizens need to question.
Our engagement with GA Tech not only broadened our understanding of the power of maps and the ethical implications of AI but also served as a reminder of our role as educators in shaping future perspectives. As we navigated the complexities of storytelling through maps and grappled with the ethical considerations of predictive AI in urban governance, it became evident that our focus must transcend mere utilization to a deeper exploration of how education can cultivate responsible thinking about AI. As educators, we stand at a juncture where we must not only teach students how to use AI responsibly but also instill the critical thinking skills necessary to question, analyze, and challenge the ethical implications of AI-driven technologies. By fostering a culture of ethical inquiry and responsible decision-making, we can empower the next generation to navigate the ever-evolving landscape of AI with integrity and foresight.
