Abstract

IS research has grappled with the digital divide caused by information technology in terms of who can and cannot access and use IT, but the recent integration of generative artificial intelligence (GenAI) tools into every aspect of our lives threatens to cause further harm. Studies have shown that employees using GenAI can automate repetitive tasks and produce creative work faster than those not using it. Faced with the infusion of GenAI into all levels of education, research, and the workforce, how will we prevent the digital divide from leaving even more people behind? From an ethical perspective, where do we draw the line between acceptable and unacceptable uses of GenAI? What is the status quo in research about the impact and uses of GenAI? Furthermore, how do we prevent causing further inequities as we incorporate GenAI tools into our work processes? More importantly, how GenAI is impacting educational processed and learning outcomes? What about state policies regarding incorporating GenAI tools into curriculum? This PDS will highlight digital divides currently occurring as a result of GenAI and similar tools; provide an opportunity to discuss ethical and unethical uses of GenAI; and share ideas as to constructive policies to guide GenAI use.

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