Artificial Intelligence and Technology in Teaching Negotiation

Dinnar, Samuel; Dede, Chris; Johnson, Emmanuel; Straub, Carrie; Korjus, Kristjan

doi:10.1111/nejo.12351

Cited by 16 publications

(6 citation statements)

References 12 publications

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“…Implementing the modernization and informatization of teaching management methods can liberate teaching managers from trivial matters such as the collection, processing, and updating of a large amount of information and data, thereby improving the work efficiency and work quality of teaching management [ 17 , 38 , 39 ].…”

Section: Discussionmentioning

confidence: 99%

Analysis of the Influence of Innovative Teaching Management Mode in Universities on Students’ One-to-One Training and Psychotherapy

Zhang

2022

Occupational Therapy International

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Objective. This study expects to investigate and verify the intervention effect of the university’s innovative teaching management model on college students’ resilience by implementing the university’s innovative teaching management model for college students with low psychological resilience. Method. The scientific scale is used to investigate the current level of college students’ psychological resilience, and the development characteristics of college students’ psychological resilience are obtained through statistical analysis. Based on the theoretical analysis of the application of psychological resilience intervention, combined with the theory of one-to-one tutoring and operational techniques, the university’s innovative teaching management mode scheme is designed. The design adopts a quasi-experimental pre-experimental test to investigate and explore the intervention effect system of the university’s innovative teaching management mode on college students’ psychological resilience. In the intervention, each unit of activity is carried out in strict accordance with the established plan, and records and reflections are made at the end. One-to-one and face-to-face qualitative interviews were conducted with the subjects, and qualitative data were collected for qualitative analysis. Results/Discussion. Compared with the control group that did not receive the intervention, the psychological resilience of the subjects in the experimental group was significantly improved after receiving the intervention of the university’s innovative teaching management model. The university’s innovative teaching management model has a good intervention effect on the resilience of college students. The university’s innovative teaching management model scheme compiled in this study integrates a variety of psychotherapy methods and combines one-to-one psychological counseling frameworks and techniques. It is an effective and easy-to-implement intervention scheme for college students’ psychological resilience intervention.

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Section: Discussionmentioning

confidence: 99%

Analysis of the Influence of Innovative Teaching Management Mode in Universities on Students’ One-to-One Training and Psychotherapy

Zhang

2022

Occupational Therapy International

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“…Some of the records that did present interventions for teachers ( n = 4) were excluded because they did not evaluate (in its broadest definition) its effect on bias/equitable teaching. These either focused on the evaluation of algorithmic bias (Whalen and Glinksi, 1976 ; Bogina et al, 2021 ), targeted the bias of the learners, rather than the teachers (Dinnar et al, 2021 ), or targeted teachers' biases toward particular educational techniques, such as written homework and clicker polls, rather than bias against learners (Duzhin and Gustafsson, 2018 ).…”

Section: Resultsmentioning

confidence: 99%

Is it time we get real? A systematic review of the potential of data-driven technologies to address teachers' implicit biases

Gauthier

Rizvi

Cukurova

et al. 2022

Front. Artif. Intell.

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Data-driven technologies for education, such as artificial intelligence in education (AIEd) systems, learning analytics dashboards, open learner models, and other applications, are often created with an aspiration to help teachers make better, evidence-informed decisions in the classroom. Addressing gender, racial, and other biases inherent to data and algorithms in such applications is seen as a way to increase the responsibility of these systems and has been the focus of much of the research in the field, including systematic reviews. However, implicit biases can also be held by teachers. To the best of our knowledge, this systematic literature review is the first of its kind to investigate what kinds of teacher biases have been impacted by data-driven technologies, how or if these technologies were designed to challenge these biases, and which strategies were most effective at promoting equitable teaching behaviors and decision making. Following PRISMA guidelines, a search of five databases returned n = 359 records of which only n = 2 studies by a single research team were identified as relevant. The findings show that there is minimal evidence that data-driven technologies have been evaluated in their capacity for supporting teachers to make less biased decisions or promote equitable teaching behaviors, even though this capacity is often used as one of the core arguments for the use of data-driven technologies in education. By examining these two studies in conjunction with related studies that did not meet the eligibility criteria during the full-text review, we reveal the approaches that could play an effective role in mitigating teachers' biases, as well as ones that may perpetuate biases. We conclude by summarizing directions for future research that should seek to directly confront teachers' biases through explicit design strategies within teacher tools, to ensure that the impact of biases of both technology (including data, algorithms, models etc.) and teachers are minimized. We propose an extended framework to support future research and design in this area, through motivational, cognitive, and technological debiasing strategies.

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“…Computer programmes are better at chess than most people, but they are not good enough to take on a master chess player who uses a computer of their own. Education will be no different [17,18].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Attitudes of K–12 Schools’ Teachers in Serbia towards the Potential of Artificial Intelligence

Kuleto¹,

Ilić²,

Bucea-Manea-Ţoniş

et al. 2022

Sustainability

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Similar to so many other aspects of modern life, education is gradually being automated by technological means. The software, apps, systems, platforms, and digital devices that permeate modern education are inextricably linked to these automated processes. One of the primary goals of automation has always been to improve quality and efficiency by reducing the number of human repetitive tasks based on machine learning (ML) algorithms and applications that facilitate the automation of decision-making of artificial intelligence (AI). Thus, computers and robots are predictable and do exactly what they are programmed to do. It is impossible for a computer’s memory or processing power to become “tired” because machines never rest, and now some activities can be automated, thanks to advances in artificial intelligence. Schools nowadays have software that analyses data and makes decisions based on the data rather than relying solely on human analysts regarding repetitive administrative tasks. The exploratory research within the K–12 group of teachers from LINK Educational Alliance from Serbia was performed on 109 persons to identify the genuine knowledge about AI and the potential for automatisation of work processes. Based on the teachers’ opinions regarding opportunities brought about by AI in K–12 schools, we analysed their implications in implementing AI in the educational process in K–12 education.

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Artificial Intelligence and Technology in Teaching Negotiation

Cited by 16 publications

References 12 publications

Analysis of the Influence of Innovative Teaching Management Mode in Universities on Students’ One-to-One Training and Psychotherapy

Analysis of the Influence of Innovative Teaching Management Mode in Universities on Students’ One-to-One Training and Psychotherapy

Is it time we get real? A systematic review of the potential of data-driven technologies to address teachers' implicit biases

The Attitudes of K–12 Schools’ Teachers in Serbia towards the Potential of Artificial Intelligence

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