If recent clickbait headlines are to be believed, robots are already taking over our schools, relegating "Sir" or "Miss" to the status of a second-rate computer dumped at the back of the class. Yet to many experts, the real value of artificial intelligence (AI) to education may be far more humdrum as a back-of-house tool to free up time for human teachers to build students' social skills, resilience, appetite for learning and character. Miles Berry, principal lecturer in computing education at the University of Roehampton and a key architect of the national curriculum for computing, introduced to replace ICT four years ago, is disappointed at how few schools have exploited the new programme fully. "AI is difficult to teach and schools either lack relevant resources or don't know how to apply them, but in order to plug the technology skills gap, we must give our youngsters time to experiment with creating rudimentary chatbots for example," he says. "Setting up a Google Assistant, Apple Siri or Amazon Alexa and getting it to answer some of the questions that come up in a lesson would be a fairly simple task for many computing teachers, but to get them on-side, we need to talk far more about the role of machine-learning and far less about the dawn of the robots."

Andrea Soltoggio received a combined BSc and MSc degree in Computer Science in 2004 from the Norwegian University of Science and Technology, Norway, and from Politecnico di Milano, Italy. He was awarded a Ph.D. in Computer Science in 2009 from the University of Birmingham, UK. He was with the Laboratory of Intelligent Systems at EPFL, Lausanne, CH, in 2006 and 2008-2009. He was a visiting researcher at the University of Central Florida, US, in 2009. From 2010 to 2014 he was Technical Coordinator of the FP7 European large-scale integration project AMARSi with the Research Institute for Cognition and Robotics, Bielefeld University, Germany.

"Are you replacing me with a robot?" Bryan Fendley, an artificial intelligence expert and the director of instructional technology and web services at the University of Arkansas at Monticello, has heard this line for years. "Faculty members are worried they're going to be traded in for a computer or the internet," he says. Seventy-three percent of Americans believe AI will eliminate more jobs than it will create, according to a poll by Gallup and Northeastern University. Still, 74 percent say AI will have a positive effect on their lives.

Coming-of-age technology, known as artificial intelligence, is blowing a heavy wind across the world, raising dust in various spheres and generating intellectual discourse among scholars about the fate of humanity. The assertion that "robots are taking over" is a bitter pill to swallow as it creates panic among employees. The 2017 McKinsey Global Institute Report reiterates this assertion, revealing that, by 2030, a good number of people will be forced to acquire new skills because their jobs will be performed by machines. Findings from WorkMarket's 2020 In(Sight) Report: What AI and Automation Really Mean for Work reveal that employers may not be bothered, on the contrary, if they are open to the prospects of artificial intelligence in the workplace. Seventy-eight percent of business leaders believe that 360 hours can be saved annually by the input of automation through artificial intelligence.

The evolution of workforce opportunity in the United States depends on the future of education and our commitment to far-reaching, equitable federal reform. Unfortunately, policy conversations at the federal and state levels about transforming education systems to meet future workforce demands have focused disproportionately on a skills agenda, largely ignoring behavioral competencies that often complement and enhance the value of technical skills. This misguided approach equates 21st-century workforce development with skills acquisition, which only serves to reinforce a two-tiered workforce: those who are best positioned to acquire and monetize their skills will be granted mobility and long-term security while all others continue to be stranded on the bottom rung of the socioeconomic ladder. Developing intelligent policies to combat workforce inequality requires acknowledging that employer demand for "skills" actually refers to a constellation of content knowledge, technical abilities, and applied intelligence. Per the National Association of Colleges and Employers' 2018 Job Outlook survey, eight out of 10 employers reported that applicants' problem-solving and teamwork abilities influenced hiring decisions; only six out of 10 employers reported the same for technical skills.

When Kory Mathewson began his PhD in computing science at the University of Alberta, he didn't think it would lead to doing improv on stage with a robot--but that's exactly what happened. Mathewson has two shows in this year's Edmonton Fringe Fest: TEDxRFT, an improv show that riffs on the popular TED Talks videos, and Human Machine, an AI improv show. "The Human Machine AI improv show is part of my PhD work. I'm studying how humans and machine-learning systems interact, and so this show is a little bit of a play on the work that I've been doing," he said. "I've been building dialogue systems, and this show explores how humans and these dialogue systems--like Siri, Alexa or Google Home--play into our lives, and the funny things they say."

"'Are you replacing me with a robot?' Bryan Fendley, an artificial intelligence expert and the director of instructional technology and web services at the University of Arkansas at Monticello, has heard this line for years. 'Faculty members are worried they're going to be traded in for a computer or the internet,' he says."--Source: Will we see AI replace faculty anytime soon? But artificial intelligence could actually help faculty and staff, saving them time and streamlining their process.

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For telcos to get the most out of artificial intelligence (AI), they must not only find the necessary technical skills but also ensure that the entire company understands the value of the technology. My last blog focused on how AI augmentation is the future for telcos because it not only allows them to deliver superior customer experience in an increasingly competitive marketplace, but also helps them cut costs, remain competitive and launch new services across complex ecosystems, from autonomous cars and fleet management to healthcare and beyond. I concluded that the biggest challenge doesn't seem to be the implementation of the technology but the upskilling and retraining of human employees. According to a study from Oracle and Future Workplace, 72% of human resources executives surveyed said their organisations do not provide any AI training programme. Now, that study might not be telco-specific, but it certainly illustrates the challenges that AI brings when implementing it in a business.