|
In this short talk I aim to critically reflect on the notion of child-centred AI and argue that interpreting it in a narrow sense might blind us from asking important questions about the ontological and moral status of AI within complex socio-material contexts such as education or creative activities. Instead, I want to argue for attention to roles of and relationships to AI and how these define networks and configurations that enable meaningful human activity. While the point may be more generally applicable, I think it is particularly pertinent to child-computer interaction, as young people may have a far less settled concepts of machines as peers of interaction.
|