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AI in Social Studies Education

Tools for Thoughtful Practice With Generative Artificial Intelligence
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The introduction of widely available generative AI tools has caused a frenzy of both positive and negative reactions. Between utopian visions and apocalyptic predictions of AI's impact on education, there is a need to thoughtfully consider what education in the age of AI can and should look like. This volume focuses on the implications of AI technology for teachers in K-12 and university settings, providing a careful look at its affordances and drawbacks for social studies curriculum and teaching. Scholars specializing in the field of social studies education provide information and practical ideas for teaching with current technology, alongside frameworks for thinking about future iterations of AI. This book fills a critical need, especially among educators, to consider the current and potential future impacts of AI while avoiding the traps of alarmism or techno-utopianism. Whether skeptical or enthusiastic about AI, every social studies educator will find something useful for their practice in this book. Book Features: First-ever compilation of AI considerations and strategies in the context of social studies education. Nontechnical explanations of what AI can do (and not do) in practical educational contexts to enable educators to approach its use with careful judgment. Advice for educators to help them assess future iterations of AI technology. Critical considerations of AI across multiple contexts (e.g., ethics, equity, multilingual learners, cybersecurity). Work from leaders in technology and social studies education across Canada and the United States.
Christopher H. Clark is an associate professor in the Department of Teaching, Leadership, and Professional Practice at the University of North Dakota. Cathryn van Kessel is an associate professor of curriculum studies in the Department of Counseling, Societal Change, and Inquiry in the College of Education at Texas Christian University.
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