17 Amendments of Ioan-Rareş BOGDAN related to 2020/2017(INI)

Draft opinion
Paragraph 2

2. Recalls that AI may give rise to biases and thus to various forms of discrimination; in this regard, recalls that everyone’s rights must be ensured and that AI initiatives that lead to discriminatory processes should not be allowed; notes, however, that AI initiatives can also be used positively to counter traditional forms of discrimination including lack of access to services;

2020/05/27
Committee: LIBE

Draft opinion
Paragraph 2 a (new)

2 a. Calls on the Commission to consider how AI initiatives can be used specifically to improve the quality of life and access to services for persons living with disabilities in line with the objectives laid out in the EU Accessibility Act and to enable more inclusion;

2020/05/27
Committee: LIBE

Draft opinion
Paragraph 3

3. Notes that AI-powered education brings a wide range of possibilities and opportunities, while at the same time posing risks regarding equal access to education and learning equalities; calls for the non-discriminatory use of AI in the education sector; ~~recalls the risks and discrimination arising from recently developed AI tools used for school admission;~~ points out that equity and inclusion are core values that need to be duly taken into account when designing policies for AI in education; recalls the risks and discrimination arising from recently developed AI tools used for school admission; reminds that increasing the education and awareness of AI technologies and their potential impact will strengthen the resilience of our societies and help protect the fundamental rights.

2020/05/27
Committee: LIBE

Draft opinion
Paragraph 3

3. Notes that AI-powered education brings a wide range of possibilities and opportunities, while at the same time posing risks regarding equal access to education and learning equalities; calls for the non-discriminatory use of AI in the education sector; recalls the risks and discrimination arising from recently developed AI tools used for school admission; underlines the importance of working with AI technology providers to address persistent loopholes that facilitate discrimination;

2020/05/27
Committee: LIBE

Draft opinion
Paragraph 3 a (new)

3 a. Recalls that AI initiatives can be complementary to traditional teaching methods and emphasises the importance of training teachers and educators, especially those responsible for under-age students, in the correct use of AI in education;

2020/05/27
Committee: LIBE

Draft opinion
Paragraph 3 a (new)

3 a. Underlines the need of a proper assessment of the AI tools used in the educational sector, in order to identify the impact that these tools can have on the rights of the children;

2020/05/27
Committee: LIBE

Draft opinion
Paragraph 3 b (new)

3 b. Notes that the technological industry includes a considerable number of start-ups working with AI and developing AI technologies; underlines that Small and Medium-sized Enterprises (SMEs) will require additional support to ensure that their operations comply with data protection law and European data protection standards due to the disproportionate burden of regulation they bear because of their size;

2020/05/27
Committee: LIBE

Draft opinion
Paragraph 4

4. Welcomes the Commission’s plan to update the Digital Education Action Plan in order to make better use of data and AI-based technologies so as to make educational systems fit for the digital age; stresses that general public awareness of AI at all levels, including awareness of AI risks relating to privacy and bias, is essential for preparing everyone to make informed decisions; points out in this respect, the importance of making AI more explainable, comprehensible and transparent in order to ensure the effectiveness, usefulness and fairness of the AI-based technologies;

2020/05/27
Committee: LIBE

Draft opinion
Paragraph 5

5. Recalls that data protection and privacy can be particularly affected by AI; defends the principles established in the General Data Protection Regulation as guiding principles for AI deployment; calls for stronger protection and safeguards in the education sector where children’s data are concerned; calls on the Commission to support the Member States in setting up awareness and information campaigns that can help parents to better understand how their children's data is being used and processed for different purposes;

2020/05/27
Committee: LIBE

Draft opinion
Paragraph 7

7.Points out that AI can play a major role in the rapid spread of disinformation; Calls on the Commission, in this regard, to assess 7. the risks of AI assisting the spread of disinformation in the digital environment and to propose recommendations, among others, for action against any AI-powered threats to free and fair elections and democracy;

2020/05/27
Committee: LIBE

Draft opinion
Paragraph 7 a (new)

7 a. Stresses that an assessment is also needed in order to identify how the AI can be used to counter disinformation, taking into account that the technology used to create a fake news is also the one which can be used to detect it;

2020/05/27
Committee: LIBE

Draft opinion
Paragraph 8 a (new)

8 a. notes that the immersive experiences facilitated by AI technologies can unfortunately also be exploited by malicious actors; calls on the Commission to anticipate this in proposing recommendations to adequately safeguard against the use of these technologies for illegal purposes;

2020/05/27
Committee: LIBE

Motion for a resolution
Paragraph 3

3. Recalls the importance of strengthening digital skills at Union level as a prerequisite for the use of AI in education; calls on the Commission, in that regard, to make AI-related skills one of the main priorities of its next Digital Education Action Plan; urges Member States to invest in digital equipment of schools while using the Union funds for this purpose;

2020/10/09
Committee: CULT

Motion for a resolution
Paragraph 4

4. Stresses that the learning benefits of using AI in education will depend not on AI itself, but on how teachers use AI to meet the needs of both students and teachers; points out, therefore, the need for AI programmers to involve teachers in designing AI-sustainable solutions that are suitable for real-life educational environments and reflect the age and developmental readiness of each learner;

2020/10/09
Committee: CULT

Motion for a resolution
Paragraph 5

5. Highlights, moreover, the need to train teachers so they can ~~adapt to the realities of AI-powered education and acquire the necessary skills to use AI in a pedagogical and meaningful way~~make informed choices on the suitability of AI-powered education for their respective classroom and acquire the necessary skills to use AI in a pedagogical and meaningful way that reflects the age and developmental needs of each learner and meets the highest ethical standards;

2020/10/09
Committee: CULT