布鲁金斯的一份报告警告说,在K-12学校中,生成人工智能可能会损害学生的认知发展和公平,并敦促谨慎,由教师领导的实施. A Brookings report warns generative AI in K-12 schools risks harming students' cognitive development and equity, urging cautious, teacher-led implementation.

布鲁金斯学会的一份新报告发现,在K-12教育中使用基因人工智能的风险大于好处,警告说,由于过度依赖,它破坏了批判性思维、创造力和认知发展。 A new Brookings Institution report finds that risks of using generative AI in K-12 education outweigh benefits, warning it undermines critical thinking, creativity, and cognitive development due to overreliance. 虽然人工智能可以帮助边缘化学生学习语言,写作和获取信息,但人们担心的因素包括学术不诚实,偏见,错误信息以及随着更富有的学校获得更好的工具而扩大不平等. While AI can aid language learning, writing, and access for marginalized students, concerns include academic dishonesty, bias, misinformation, and widening inequities as wealthier schools access better tools. 报告敦促人工智能补充教师, 而不是取代他们, 呼吁教育工作者和政策制定者采取保障措施, 制定以公平为重点的政策, 并负责实施. The report urges AI to supplement, not replace, teachers, calling for safeguards, equity-focused policies, and responsible implementation by educators and policymakers. 同时,温尼伯(Winnipeg)、华盛顿州、布卢明顿(Bloomington)和大本德(Great Bend)的学校正在采用结构化的AI框架,以促进道德使用、批判性思维和学生安全。 Meanwhile, schools in Winnipeg, Washington state, Bloomington, and Great Bend are adopting structured AI frameworks to promote ethical use, critical thinking, and student safety amid rapid technological change.