Exploring artificial intelligence is a new core objective in Dutch primary education, in which pupils are expected to learn to 'interact' with AI responsibly. But behind AI lies a vast industry of Big Tech companies, profit maximisation, and data extraction. Inviting such systems into the classroom therefore raises many questions and meets with considerable criticism.
The central question is: should we want AI in the classroom at all? Does it support the development of the child, or does it in fact work against it? And if we do deploy it, how do we do so responsibly?