Mr. Khan's vision of tutoring bots tapped into a decades-old Silicon Valley dream: automated teaching platforms that instantly customize lessons for each student. Proponents argue that developing such systems would help close achievement gaps in schools by delivering relevant, individualized instruction to children faster and more efficiently than human teachers ever could. In pursuit of such ideals, tech companies and philanthropists over the years have urged schools to purchase a laptop for each child, championed video tutorial platforms and financed learning apps that customize students' lessons. Some online math and literacy interventions have reported positive effects. But many education technology efforts have not proved to significantly close academic achievement gaps or improve student results like high school graduation rates.

These days, it's hard to go anywhere without encountering artificial intelligence (AI). Predictive text offers to finish our web searches and our text messages. AI learning-based software can produce everything from research papers to poetry, solving complex math equations to writing computer code. AI can be used to write algorithms, collect data on which areas experience the most gun violence and dictate which neighborhoods receive access to vital resources. This year, five students who make up the 2022-24 Lender Center for Social Justice Fellowship Project will set out to investigate how AI weapons systems transform war and surveillance, and they will also analyze how AI accentuates our social and political vulnerabilities to violence.

Under the theme "Ensuring AI as a Common Good to Transform Education", the 2021 International Forum on Artificial Intelligence (AI) and Education convened policy-makers and practitioners from around the world on 7 and 8 December 2021. The goal was to share knowledge on how governance can be aligned to direct AI towards the common good for education and humanity, and how countries are leveraging AI to deliver the unfulfilled promises and enable the futures of learning. The Forum was co-organized by UNESCO and China with the support of the Inter-UN-Agency Working Group on Artificial Intelligence. It convened approximately 74 speakers including 17 Ministers or Vice Ministers, from UN agencies, international organizations and more than 40 countries around the world. During the two-day event, the Forum attracted more than 9,000 real-time participants and viewers from more than 100 countries.

In the series, we considered both the teaching of AI and machine learning itself, and the use of AI techniques to improve education in general. You can also find out more about conferences and events, and other interesting research at the intersection of AI and education. There are a number of conferences and workshops that focus on the education side of AI. In our focus series we heard from the co-chairs of the Symposium on Educational Advances in Artificial Intelligence (EAAI), which was held in February this year. This event is held as an independent symposium within the AAAI conference, and provides the opportunity for researchers, educators, and students to share educational experiences involving AI.

Prologue: This is not an introduction to AI or AI in education. You can find these here and here, respectively. Rather, this is a constellation of positions on AI from an educator's perspective. I pull together disparate aspects of current debates about AI and education in order to articulate some directions for the field. Lately I've been sitting in rooms with a lot of thoughtful people from industry, different disciplines in academia, and policy backgrounds to think through artificial intelligence (AI) and education.

On Thursday 16th May, I had the pleasure of speaking at the UNESCO International Conference on Artificial Intelligence (AI) and Education, in Beijing. In my speech, I outlined what I think are the two most important AI principles for countries. Firstly, that AI will only succeed if it will make us more, not less, human, and secondly, that algorithms can inform our decisions and policies but must not become policy makers. Policy makers must remain human and must remain in charge. The outcome of the conference was in the consensus approved on the last day: AI in education has to be trustworthy, inclusive, and free from gender bias and privacy harms.

AI and machine learning can predict, to a certain degree, who we should friend or what song we should listen to next based on our previous choices on social media and music apps. AI has assisted in video games, making enemies harder to attack by giving them the ability to interact with their surroundings to hide behind structures and pick up better weapons. But what if we dive a little deeper into AI technology? Education professionals are taking on the task to implement AI into operations, and finding it to be quite beneficial. While social media, music, and video games have their value, education is far more necessary.

Oftentimes when people think of artificial intelligence, images of robots, Skynet and a central command center immediately come to my mind. I think of that scene from Terminator 2, when a heavily armed robot crushes a human skull beneath his feet. He's controlled by another robot, who calculates every human move with efficiency and precision. But that's not really what AI is. AI is more complex than that.

Part Two of the special issue of AI Magazine presents articles on some of the most interesting projects at the intersection of AI and Education. Included are articles on integrated systems such as virtual humans, an intellgent textbook a game-based learning environment as well as technology focused components such as student models and data mining. The issue concludes with an article summarizing the contemporary and emerging challenges at the intersection of AI and education.