This study sought to find out implications of Artificial Intelligence (AI) in land management. Artificial Intelligence (AI) offers significant benefits for land development and decision-making, ethical concerns regarding data privacy, bias, and social impact necessitate frameworks to ensure its responsible application. The increasing use of AI models in land management raises ethical concerns about data ownership, privacy, algorithmic bias, environmental impact, and social displacement. Traditional research ethics frameworks may not be sufficient for AI-driven land management practices. This paper examines critical issues arising from data governance, algorithmic transparency, and environmental and social impact assessment. It proposes frameworks that consider established research ethics principles and advocate for community engagement. The paper highlights the potential for AI to contribute to sustainable and equitable land management. However, it also identifies potential negative consequences such as job losses, unequal access to technology, and exacerbation of existing social divides. The paper emphasizes the need for collaboration between researchers, policymakers, communities, and developers to construct ethical frameworks that ensure AI contributes to sustainable land management practices. These frameworks should address data governance, algorithmic transparency, environmental and social impact assessments, and community engagement.
{"title":"Implications of AI in land management","authors":"William Ndiema Kiptoch","doi":"10.51317/jcst.v2i1.490","DOIUrl":"https://doi.org/10.51317/jcst.v2i1.490","url":null,"abstract":"This study sought to find out implications of Artificial Intelligence (AI) in land management. Artificial Intelligence (AI) offers significant benefits for land development and decision-making, ethical concerns regarding data privacy, bias, and social impact necessitate frameworks to ensure its responsible application. The increasing use of AI models in land management raises ethical concerns about data ownership, privacy, algorithmic bias, environmental impact, and social displacement. Traditional research ethics frameworks may not be sufficient for AI-driven land management practices. This paper examines critical issues arising from data governance, algorithmic transparency, and environmental and social impact assessment. It proposes frameworks that consider established research ethics principles and advocate for community engagement. The paper highlights the potential for AI to contribute to sustainable and equitable land management. However, it also identifies potential negative consequences such as job losses, unequal access to technology, and exacerbation of existing social divides. The paper emphasizes the need for collaboration between researchers, policymakers, communities, and developers to construct ethical frameworks that ensure AI contributes to sustainable land management practices. These frameworks should address data governance, algorithmic transparency, environmental and social impact assessments, and community engagement.","PeriodicalId":136056,"journal":{"name":"Journal of Computer Science and Technology (JCST)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140750499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study sought to investigate the ontological paradox of computer-based technologies used in education and learning. The argument of this article is that today, the use of computer-based technologies to enhance learning and disseminate knowledge is indispensable; however, this leads to an onto-educational shift in the way we regard intellectual development of learners as a subjective factor in education and the employed learning technologies themselves; a natural human subjective element of learning and knowledge is considered to be ineffective, while technologically stored and transferred facts of knowledge are given higher regard. Computer-based technologies used in education are appraised and institutionalized to the height that learners are sometimes unable to reflect on their own without recourse to the aid of such technologies. It is not enough to employ technology and technologically enhance learning, but also we have to question its impact on the intellectual development of learners. Appropriating Heidegger’s phenomenology, the ontology of the human subject provides a philosophical and normative foundation for a comprehensive analysis of the use of computer-based learning in the technological frame since it allows us to rethink more seriously about subjective factors in education in today's growing technological society. This article recommends that the embracement of educational and learning technologies should consider both subjective and technological aspects; a blended education and learning system would be appropriate.
{"title":"Ontological paradox of computer-based technologies used in education and learning","authors":"Anthony Ichuloi, O. D. Nyaoko","doi":"10.51317/jcst.v1i1.1","DOIUrl":"https://doi.org/10.51317/jcst.v1i1.1","url":null,"abstract":"This study sought to investigate the ontological paradox of computer-based technologies used in education and learning. The argument of this article is that today, the use of computer-based technologies to enhance learning and disseminate knowledge is indispensable; however, this leads to an onto-educational shift in the way we regard intellectual development of learners as a subjective factor in education and the employed learning technologies themselves; a natural human subjective element of learning and knowledge is considered to be ineffective, while technologically stored and transferred facts of knowledge are given higher regard. Computer-based technologies used in education are appraised and institutionalized to the height that learners are sometimes unable to reflect on their own without recourse to the aid of such technologies. It is not enough to employ technology and technologically enhance learning, but also we have to question its impact on the intellectual development of learners. Appropriating Heidegger’s phenomenology, the ontology of the human subject provides a philosophical and normative foundation for a comprehensive analysis of the use of computer-based learning in the technological frame since it allows us to rethink more seriously about subjective factors in education in today's growing technological society. This article recommends that the embracement of educational and learning technologies should consider both subjective and technological aspects; a blended education and learning system would be appropriate.","PeriodicalId":136056,"journal":{"name":"Journal of Computer Science and Technology (JCST)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131804566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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