An in-depth review
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Overall Score: 7/10
“The promises and perils of AI in education” was a recommendation from Nneka Johnson, as she supported my exploration into AI through a DEIJ lens. I wanted to hear from experts with an equity-hat on who could stimulate my thinking supported by meaningful and up to-date information. I found this to be a comfortable read and encourage people who are looking for more than ‘top ten AI tools to do things faster’ to give this a read as they explore AI use in the classroom. A good starting point and accessible book.
Here’s why it was a solid 7 out of 10.
Key Takeaways
Quick Review:
I strongly recommend this book for teachers who are beginning to scrutinise their engagement with AI in the classroom and beyond. “The promises and perils of AI in education” is a thought-provoking read, similar to how “Climate Change is Racist“ can make you rethink your environmental approaches. The book focuses on universal considerations such as access, consent, and the inherent biases within AI systems, offering many ways to improve your approaches, policies, and considerations.
Ken Shelton and Dee Lanier provide a thought-provoking text with many near-philosophical considerations centred around the use of AI. Examples and discussions that inspire radical thought (read: concerned with the root of something) and aspirations for social change are woven throughout the book. Occasionally, these considerations are supported with specific actions such as the analysis of the terms and conditions of the platforms we use. However, this is quite rare and the book focuses instead on enabling readers to adjust their approach contextually with guiding considerations.
| Readability | 7/10 |
| DEIJ awareness | 8/10 |
| Applicability | 7/10 |
| Classroom use | 7/10 |
| Reading Speed | Rapid with minimal notes |
| Reading order | Beginning to end |
| Uniqueness | Well-tread ground with a refreshing approach |
For teachers looking for a ‘How to…’ style guide, this book may be disappointing as it offers few directly applicable actions. The title “The promises and perils of AI in education” (a title that Dee describes as capturing ‘the essence of the book’) reflects its descriptive and contemplative nature, making it a wonderful starting point for individuals and organisations beginning their journey toward more equitable and informed use of AI.
Ken Shelton and Dee Lanier’s approach provides useful resources and targeted reflective questions. I strongly advise reading this book with a focus on specific teaching communities. While it may lean into broader considerations of AI design and implementation towards the end, many of its insights can be applied constructively by discerning teachers or consultants.
Despite its likely short shelf-life due to rapid AI developments (some changes as of the time of this article are listed here), “The promises and perils of AI in education” is a valuable read for today. The founding DEIJ concepts of constructivism, community voice, consent, inclusion, and systemic change shine brightly throughout the book.
Detailed review:
Readability – 7/10
The printed book features extended margins for note-taking, which is a lovely inclusion. The text is of typical size with standard line spacing and an accessible font. While the language is accessible and well-structured, some analogies and visualisations may be challenging for an international audience. For example, the coffee analogy and frequent references to the MCU (Marvel Cinematic Universe) will resonate with some readers but may be confusing for others.
The first half of the book is notably stronger than the second. From the fifth chapter onward, there is noticeable repetition of key ideas. This could have been mitigated by a rearrangement that focused more on the overarching concepts rather than the contexts in which they could be considered. Further to this, organising chapters to more explicitly highlight actions and examples that can be taken such as the prompt development that is referred to at various points, would make this a great book for reference.
DEIJ (Diversity, Equity, Inclusion, and Justice) awareness – 8/10
“The promises and perils of AI in education” makes excellent use of foundational approaches to equity work throughout. There is minimal explicit discussion of DEIJ (Diversity, Equity, Inclusion, and Justice) as a standalone concept as the book focuses on AI. Yet, the expertise and experience of Ken Shelton and Dee Lanier in DEIJ is evident. With an intentional reading, central concepts such as centring the needs of the most vulnerable and marginalised become clear.
Without demonising or idealising AI, it is positioned as a tool that can either support equitable change or reinforce existing disparities. More defined examples and actions (such as the terms and conditions recommendations) which model successful approaches would be helpful to support teachers and leaders early in their DEIJ journey who may struggle to translate considerations and reflective questions into actionable steps.
Applicability: Work – 7/10
“The promises and perils of AI in education” is not designed for direct application, rather it stimulates considerations and adjustments to your own plans and engagement with AI. These considerations can greatly inform and improve engagement at all levels in a professional context, though it is not applied in a direct way that would be expected from a guide or manual. To be clear, the book does not claim to be either of those things and does contain some pointed advice regarding actions that can be taken.
Applicability: Life – 7/10
Echoing the applicability for the workplace, “The promises and perils of AI in education” will have you thinking about all of your engagements with AI, especially readers from marginalised backgrounds. Despite an absence of distinct actions that can be directly applied, changes to your engagement with AI will be inspired by this book.
Classroom use – 7/10
Though not designed for direct application in the classroom, “The promises and perils of AI in education” speaks to how curriculums and use of resources may be performed within a classroom setting. The considerations in the book can help refine classroom AI policies and curriculum writing for student learning.
Reading Speed – Rapid with minimal notes
Though I am a big proponent of taking notes, I found myself highlighting and tagging pages with this book. Quotes and reflections that caught my eye were important to highlight while the key learning points of the book are found so comprehensively through the book that extensive note taking was not necessary. I would recommend that for individuals who are perhaps earlier in their DEIJ journey, may find it useful to note their key takeaways after each chapter and consider the foundational elements of DEIJ that are engaged with.
Reading order – Beginning to end
I strongly recommend a beginning-to-end read with a particular focus on the first four chapters which hold the most distinct learning, examples and takeaways.
Uniqueness – Well-tread ground with a refreshing approach
“The promises and perils of AI in education” joins the collection of books ensuring that DEIJ concepts are given appropriate space within the development of AI use in education. Though this is not a researched-based book and does not necessarily present anything ‘new’, it serves as an accessible and thought-provoking read for teachers and leaders no matter where they are in their DEIJ journey or engagement with AI.
I think this is a great book for schools who are intentionally engaging with AI in a comprehensive way and want to ensure that it is an innovative, inclusive, and safe experience for all identities within their learning community!
