%0 Journal Article %J Technology Innovation Management Review %D 2021 %T Reinvigorating the Discourse on Human-Centered Artificial Intelligence in Educational Technologies %A André Renz %A Gergana Vladova %K artificial intelligence %K design for value approach. %K educational technology %K human-centered AI %K intelligent tutoring systems %X The increasing relevance of artificial intelligence (AI) applications in various domains has led to high expectations of benefits, ranging from precision, efficiency, and optimization to the completion of routine or time-consuming tasks. Particularly in the field of education, AI applications promise immense innovation potential. A central focus in this field is on analyzing and evaluating learner characteristics to derive learning profiles and create individualized learning environments. The development and implementation of such AI-driven approaches are related to learners' data, and thus involves several privacies, ethics, and morality challenges. In this paper, we introduce the concept of human-centered AI, and consider how an AI system can be developed in line with human values without posing risks to humanity. Because the education market is in the early stages of incorporating AI into educational tools, we believe that this is the right time to raise awareness about the use of principles that foster human-centered values and help in building responsible, ethical, and value-oriented AI. %B Technology Innovation Management Review %I Talent First Network %C Ottawa %V 11 %P 5-16 %8 05/2021 %G eng %U timreview.ca/article/1438 %N 5 %1 Weizenbaum Institute for the Networked Society André Renz holds a Ph.D. in the field of economics and behavioral sciences from the University of Bayreuth. Using a trans- and interdisciplinary research approach, he combines methods in sociology, psychology, and economics to gain a deeper understanding of everyday phenomena and market changes. Since 2018, he has led the research group Data-Driven Business Model Innovation at the Weizenbaum Institute for the Networked Society in Berlin. In 2020, he was a resident scientist at the University of California, Berkeley, where he focused on the transatlantic comparison between the US and the German EdTech markets. Currently, his focus is on the topic of artificial intelligence in education, learning analytics, data-based EdTech solutions, and digital transformation and innovation in education and knowledge transfer. %2 University of Potsdam and Weizenbaum Institute for the Networked Society Gergana Vladova is a postdoctoral researcher at the University of Potsdam and head of the Research Group Education and Advanced Training in the Digital Society at the Weizenbaum Institute for the Networked Society in Berlin. She holds a master's degree in international economic relations from the University of National and World Economy (Sofia, Bulgaria), a master's degree in communication sciences and economics (FU Berlin), and a PhD in business informatics (University of Potsdam). Her main topics of interest are learning and competence development in the context of digitalization, knowledge, and innovation management. During her research stays at Stellenbosch University (South Africa) and Hong Kong Polytechnic University, she was (and still is) actively involved in international and interdisciplinary research and teaching projects. %& 5 %R http://doi.org/10.22215/timreview/1438