Latest news with #AI-literate
Business Insider
5 days ago
- Business
- Business Insider
Box CEO Aaron Levie has some advice for bosses: Hire AI native grads and they'll 'flip your company on its head'
"Hire a bunch of these people," he said in a Monday interview on the a16z podcast, "because they're going to flip your company on its head in terms of how much faster the organization can run." "If you're graduating, the thing I would be selling to any corporation some way or another is that if you're AI-native right now coming out of college, the amount you can teach at a company is unbelievable," Levie said. Levie, who cofounded Box in 2005 and now leads a company serving more than 65% of the Fortune 500, said AI-literate graduates are better positioned to boost organizational efficiency than traditional junior engineers, and can do it faster. "They will be able to show companies way faster ways of working," he said. "If you're a company, you should be prioritizing this talent that's just like: 'Why does it take you guys two weeks to research a market to enter? I can do that in deep research and get an answer to you in 30 minutes.'" With AI tools like ChatGPT, Cursor, and GitHub Copilot becoming standard in developer workflows, Levie said the newest generation of engineers will rely on them from day one. "The incoming class of engineers that you hire — they will literally not be able to code without AI assisting them," he said. "And it's not 100% obvious that's a bad thing." While some tech veterans worry that AI tools will undermine foundational programming skills, Levie took a more pragmatic view: AI can speed up development, make software engineering more accessible, and help young engineers make meaningful contributions earlier in their careers. The AI talent war Levie's push to hire AI-native grads comes amid a full-blown talent war among tech's biggest players — and tensions are rising. Last month, on his brother's podcast, "Uncapped with Jack Altman," OpenAI CEO Sam Altman accused Meta of trying to poach his top employees with signing bonuses of up to $100 million, calling the offers "crazy." Meta hasn't denied the claim. In fact, CEO Mark Zuckerberg is reportedly taking a hands-on role in recruitment, personally hosting top AI researchers at his home as he builds out Meta's new "superintelligence" unit, per Bloomberg. The rivalry is about more than talent — it's about who gets to define the next era of computing.
Canada Standard
27-06-2025
- Science
- Canada Standard
Canada needs a national AI literacy strategy to help students navigate AI
With students' use of artificial intelligence (AI) tools on the rise in Canada and globally, reports of cheating and unethical behaviors are making headlines. One recent study indicates that 78 per cent of Canadian students have used generative AI to help with assignments or study tasks. In China, authorities have even shut down AI apps during nationwide exams to prevent cheating. Students seem unprepared to navigate this new world and educators are unsure how to handle it. This is a problem Canada and other countries can't afford to ignore. The support structures and policies to guide students' and educators' responsible use of AI are often insufficient in Canadian schools. In a recent study, Canada ranked 44th in AI training and literacy out of 47 countries, and 28th among 30 advanced economies. Despite growing reliance on these technologies at homes and in the classrooms, Canada lacks a unified AI literacy strategy in K-12 education. Without co-ordinated action, this gap threatens to widen existing inequalities and leave both learners and educators vulnerable. Canadian schools need a national AI literacy strategy that provides a framework for teaching students about AI tools and how to use them responsibly. AI literacy is defined as: "An individual's ability to clearly explain how AI technologies work and impact society, as well as to use them in an ethical and responsible manner and to effectively communicate and collaborate with them in any setting." Acknowledging its importance, scholars and international organizations have been developing AI literacy frameworks. UNESCO has developed AI competency frameworks for students and teachers, highlighting key capabilities they should acquire to navigate AI implications. More recently, the Organisation for Economic Co-operation and Development and the European Commission released their joint draft AI Literacy Framework for primary and secondary education. This framework defines AI literacy as the technical knowledge, durable skills and future-ready attitudes required to thrive in a world influenced by AI. The framework aims to empower learners to engage with, create with, manage and design AI, while critically evaluating its benefits, risks and ethical implications. AI literacy equips learners to understand and navigate the pervasive influence of AI in their daily lives. It fosters critical thinking skills to assess AI outputs for misinformation and bias. AI literacy also enables students to make safe and informed decisions about when and how to use AI, preventing habits that compromise academic integrity. In addition, student knowledge of AI's technical foundations demystifies AI, dispelling misconceptions that it is all-knowing, and highlights its capabilities and limitations. Furthermore, AI-literate students are better able to develop an ethical and human-centred mindset as they learn to consider AI's social and environmental impacts, including issues of transparency, accountability, privacy and the environmental cost of AI systems. AI literacy prepares students to collaborate effectively and ethically with AI tools (for example, with writing) and helps them understand how to delegate only certain tasks to AI without cognitive offloading that may be detrimental at various developmental stages. Finally, AI literacy aims to ensure inclusive access to AI learning environments for all students, regardless of background, status or ability. In Canada, some provinces and school boards are moving ahead with AI integration, while others offer very little teacher training and resources to do so. Some universities and community organizations are also taking the lead in building AI literacy by providing curricula, resources and training to teachers and students. These scattered efforts, while appreciated, lead to AI learning opportunities that are often ad-hoc or extracurricular. Without national or province-wide requirements, many students - especially in marginalized communities and under-resourced schools - may graduate high school with no exposure to AI concepts at all, worsening the digital divide. To put Canada's situation in context, it is useful to compare with other countries that are implementing or proposing national AI education initiatives. As part of its National AI Strategy, Singapore launched a partnership to strengthen students' AI literacy, building on earlier initiatives that focused on teacher training. In China, the Ministry of Education issued systematic guidelines to promote AI education in primary and secondary schools. Similarly, the United Arab Emirates introduced AI classes into its curricula starting in the primary years. More recently, the United States established an AI framework and a task force aimed at "building essential AI literacy from an early age to maintain a competitive edge in global technology development and prepare students for an AI-driven economy." Canada, in comparison to these examples, has strengths in its bottom-up innovation but lacks a guiding vision. Canada needs a co-ordinated strategy that leverages federal-provincial collaboration through a unifying framework, shared resources and a common baseline of AI knowledge that every Canadian student should acquire. A meaningful AI literacy strategy must begin in the classroom with age-appropriate content. Students can start with the technical foundations and advance to think critically about AI's limitations, ethical issues and social implications. It's important that this content is woven across subjects and presented in ways that reflect the cultural and social contexts of learners. Equally essential is supporting educators. Teachers need practical, research-informed professional development and teaching toolkits that equip them to guide students through both the opportunities and risks of AI. To make these efforts sustainable and equitable, a national strategy must also include policy directions, regulations for the tech industry, community outreach programs and intentional opportunities for collaboration between various stakeholders (researchers, policymakers, school boards, teacher education programs and so on). Whether you think AI is a good or bad thing, the fact is it's here. This is not a call to incorporate AI tools in schools. It is a call to make Canadian students aware of its abilities and implications. Our kids need to learn about this technology and how to use it responsibly.
Canada News.Net
26-06-2025
- Science
- Canada News.Net
Canada needs a national AI literacy strategy to help students navigate AI
With students' use of artificial intelligence (AI) tools on the rise in Canada and globally, reports of cheating and unethical behaviors are making headlines. One recent study indicates that 78 per cent of Canadian students have used generative AI to help with assignments or study tasks. In China, authorities have even shut down AI apps during nationwide exams to prevent cheating. Students seem unprepared to navigate this new world and educators are unsure how to handle it. This is a problem Canada and other countries can't afford to ignore. The support structures and policies to guide students' and educators' responsible use of AI are often insufficient in Canadian schools. In a recent study, Canada ranked 44th in AI training and literacy out of 47 countries, and 28th among 30 advanced economies. Despite growing reliance on these technologies at homes and in the classrooms, Canada lacks a unified AI literacy strategy in K-12 education. Without co-ordinated action, this gap threatens to widen existing inequalities and leave both learners and educators vulnerable. Canadian schools need a national AI literacy strategy that provides a framework for teaching students about AI tools and how to use them responsibly. AI literacy is defined as: "An individual's ability to clearly explain how AI technologies work and impact society, as well as to use them in an ethical and responsible manner and to effectively communicate and collaborate with them in any setting." Acknowledging its importance, scholars and international organizations have been developing AI literacy frameworks. UNESCO has developed AI competency frameworks for students and teachers, highlighting key capabilities they should acquire to navigate AI implications. More recently, the Organisation for Economic Co-operation and Development and the European Commission released their joint draft AI Literacy Framework for primary and secondary education. This framework defines AI literacy as the technical knowledge, durable skills and future-ready attitudes required to thrive in a world influenced by AI. The framework aims to empower learners to engage with, create with, manage and design AI, while critically evaluating its benefits, risks and ethical implications. AI literacy equips learners to understand and navigate the pervasive influence of AI in their daily lives. It fosters critical thinking skills to assess AI outputs for misinformation and bias. AI literacy also enables students to make safe and informed decisions about when and how to use AI, preventing habits that compromise academic integrity. In addition, student knowledge of AI's technical foundations demystifies AI, dispelling misconceptions that it is all-knowing, and highlights its capabilities and limitations. Furthermore, AI-literate students are better able to develop an ethical and human-centred mindset as they learn to consider AI's social and environmental impacts, including issues of transparency, accountability, privacy and the environmental cost of AI systems. AI literacy prepares students to collaborate effectively and ethically with AI tools (for example, with writing) and helps them understand how to delegate only certain tasks to AI without cognitive offloading that may be detrimental at various developmental stages. Finally, AI literacy aims to ensure inclusive access to AI learning environments for all students, regardless of background, status or ability. In Canada, some provinces and school boards are moving ahead with AI integration, while others offer very little teacher training and resources to do so. Some universities and community organizations are also taking the lead in building AI literacy by providing curricula, resources and training to teachers and students. These scattered efforts, while appreciated, lead to AI learning opportunities that are often ad-hoc or extracurricular. Without national or province-wide requirements, many students - especially in marginalized communities and under-resourced schools - may graduate high school with no exposure to AI concepts at all, worsening the digital divide. To put Canada's situation in context, it is useful to compare with other countries that are implementing or proposing national AI education initiatives. As part of its National AI Strategy, Singapore launched a partnership to strengthen students' AI literacy, building on earlier initiatives that focused on teacher training. In China, the Ministry of Education issued systematic guidelines to promote AI education in primary and secondary schools. Similarly, the United Arab Emirates introduced AI classes into its curricula starting in the primary years. More recently, the United States established an AI framework and a task force aimed at "building essential AI literacy from an early age to maintain a competitive edge in global technology development and prepare students for an AI-driven economy." Canada, in comparison to these examples, has strengths in its bottom-up innovation but lacks a guiding vision. Canada needs a co-ordinated strategy that leverages federal-provincial collaboration through a unifying framework, shared resources and a common baseline of AI knowledge that every Canadian student should acquire. A meaningful AI literacy strategy must begin in the classroom with age-appropriate content. Students can start with the technical foundations and advance to think critically about AI's limitations, ethical issues and social implications. It's important that this content is woven across subjects and presented in ways that reflect the cultural and social contexts of learners. Equally essential is supporting educators. Teachers need practical, research-informed professional development and teaching toolkits that equip them to guide students through both the opportunities and risks of AI. To make these efforts sustainable and equitable, a national strategy must also include policy directions, regulations for the tech industry, community outreach programs and intentional opportunities for collaboration between various stakeholders (researchers, policymakers, school boards, teacher education programs and so on). Whether you think AI is a good or bad thing, the fact is it's here. This is not a call to incorporate AI tools in schools. It is a call to make Canadian students aware of its abilities and implications. Our kids need to learn about this technology and how to use it responsibly.
India Today
25-06-2025
- Business
- India Today
AI quietly taking away low-value jobs: Are you at risk?
As more and more companies implement artificial intelligence (AI) at the enterprise level, it is changing how they approach hiring of talent. 'India is a growing economy, so new jobs are being created. However, the number of jobs being lost due to AI is much higher than the ones created,' says Aditya Narayan Mishra, MD and CEO of HR services firm CIEL transition underway is that most of the new jobs being created are highly skilled, such as of data scientists, cloud engineers and full-stack developers, because AI models are increasingly replacing low-value, repetitive roles that don't require cognitive Kale, chief revenue and growth officer at jobs platform Foundit, shares, 'In 2022, less than 10 per cent of software engineering roles required knowledge of AI or machine learning (ML). Fast forward to 2025 and that number has more than doubled to 23 per cent, with AI/ML expectations becoming a part of mainstream development.'As a result, says Kale, the job market is becoming polarised—between those who work with AI and those whose roles can be replaced by it. Job-seekers will now have to become AI-literate—whether they're in design, analysis, marketing or operations. 'Businesses will not hire in volume, will instead hire for skills, with a clear bias toward tech-integrated, future-proof capabilities,' he adds. Kamal Karanth, co-founder of Xpheno, a specialist staffing firm, puts this into perspective. He says that since Robotic Process Automation (RPA) became mainstream a decade ago, lower-spectrum roles—those that are rule-based, objective, repeatable and transferable—have been increasingly threat of AI replacing human role-holders is high and imminent in these lower-spectrum functions. The demand for entry-level talent in such low-complexity roles will gradually decline as Agentic AI tools and processes (AI systems capable of autonomous action with minimal human intervention) mature,' he instance, roles such as of test engineers, application testers, QA testers, software test engineers, and QA engineers—who account for more than a third (36 per cent-40 per cent) of the total talent pool in the IT sector's testing and QA/QC functions—fall into this category. These are likely to become highly replaceable roles as AI matures in the near contrast, middle-spectrum roles that require a mix of rule-based actions and intuitive, mid-level cognitive processing face a longer-term threat of full automation. AI's current maturity curve in terms of precision and consistency is still developing. However, talent in this layer can benefit from AI by using it to enhance speed and the higher end of the spectrum, roles that demand advanced cognitive skills have a long way to go before they can challenge or disrupt this talent tier. Here, AI will serve more as an assistant than a replacement, helping workers operate more efficiently, but posing little threat of displacing next 10 years in the world of work will be a time of massive transition, much like during the Industrial Revolution when the onset of automation led to widespread unemployment,' predicts Mishra. 'With AI, many lower-level jobs are already disappearing, and this impact is only going to grow with time.'Subscribe to India Today Magazine- Ends
Yahoo
18-04-2025
- Business
- Yahoo
Center for Artificial Intelligence opens at PennWest Edinboro
Artificial intelligence is practically unavoidable in today's day and age. It's easily the most rapidly growing technology in the world, which makes it all the more important to understand how it interacts with the information you provide it. National Public Safety Telecommunicators Week — A look inside Erie County 911 Call Center 'AI is not going away. It is racing forward and leaving a lot of people behind. I think there are both opportunities and challenges with ai that we all need to be learning about,' said Dr. Camille Dempsey, director of the PennWest Center for AI and Emerging Technologies. Dempsey said AI comprehension skills have become a big part of workforce development in higher education, with businesses and stakeholders seeking AI-literate college graduates to push them over the top. In response, Dempsey said faculty throughout PennWest are working with robots, researching ethical AI as well as the right ways to implement its use throughout cutting-edge industries. 'We're not about building the AI models. Those are being built by industry and lots of places around the world. Our focus is on using AI to fulfill the mission of the institution and help students be prepared to do good things,' said John Anderson, president of PennWest University. 'It is going to take over parts of our lives. We need to understand how we can use it for good, how we can harness its power to make a difference.' April marks Distracted Driving Awareness Month, travel agencies ask for full attention while driving Pennwest Edinboro kicked off the opening of the center with a panel of AI experts to discuss the ever-changing landscape of artificial intelligence. It's thought to be the first center of its kind in the region doing this sort of work with AI. 'There's a need for information literacy where we're exploring what we need to know to protect our learners and our community, so that we know how to navigate that. There's so much to it. It's in our workflow, it's in our email, it's in Microsoft and Google products, it's in everything,' said Dr. Dempsey. PennWest is doing a large amount of outreach, pushing how best to be prepared for the growth of AI. Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
