Artificial Intelligence, Teacher Tasks and Individualized Pedagogy

Ferman, Bruno; Lima, Lycia; Riva, Flávio

doi:10.31235/osf.io/qw249

“…On the other hand, AWE systems are helping teachers in auto grading, evaluating, and providing feedbacks to students. Ferman et al (2021) observed that the results of AWE systems are consistent with teachers at routine tasks, and require low skills to run. The authors also arguably stated that an advanced AWE is a better substitute for accomplishing language teachers' most complex and routine tasks.…”

Section: Risk In Shifting Teacher's Rolementioning

confidence: 67%

Potential Risks of Artificial Intelligence Integration into School Education: A Systematic Review

Karan,

Angadi

2023

Bulletin of Science, Technology & Society

10

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Currently, artificial intelligence (AI) is being rapidly incorporated into K-12 education because of its increasing social and pedagogical importance. The integration of AI in K-12 education is likely to have a profound influence on the lives and learning styles of learners, teaching approaches of teachers, and the whole mechanism of school management systems. As AI technologies are new to K-12 school curriculum, the research on AI for K-12 classrooms is under explored. In this study, the current state of AI integration in school education and risks associated with it were explored. The study using a systematic review method attempted to explore the findings, observations, and results of recent research regarding the possible risk factors of AI integration in K-12 education. At initial search using predefined key terms, 390 articles were recorded. Using inclusion and exclusion criteria, 71 articles covering 34 journals and other publications were selected for final analysis. Selected 71 articles reported that AI innovation incorporation into K-12 education is associated with certain risks and challenges. Through a systematic review technique, we categorized them into major 6 risk areas namely Privacy and Autonomy Risks, AI Biases, Accuracy and Functional Risks, Deepfakes and FATE Risks, Social Knowledge and Skill Building Risks, and Risk in Shifting Teacher's Role. The study also explored these risk areas to provide an overview of how these are connected with teaching and learning process of K-12 education.

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“…Upon automated feedback, the writing samples go to an interface where teachers make additional comments and assign grades in real-time. An evaluation of the innovation across 178 secondary schools is currently underway (J-PAL, n.d.; Bruno, Lima, & Riva, 2021).…”

Section: Opportunities Through Edtechmentioning

confidence: 99%

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

2022

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The education goal-Goal 4-of the 2030 UN Sustainable Development Goals places a strong emphasis on "ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all." This goal recognizes that though great gains have been made in improving access to education in the two decades since the first set of UN goals in the year 2000-a major accomplishment-such success is not enough. Schooling must be of good quality and effective learning for all children, and in all locales. The achievement of quality education has been especially difficult for those who are poor and marginalized in low-income countries-those at the bottom of the pyramid.This volume-Learning, Marginalization, and Improving the Quality of Education in Low-income Countries-is based on papers presented at an international virtual conference, Learning at the Bottom of the Pyramid 2 (LBOP2), held online in November/December 2020, and co-hosted by the University of Pennsylvania and IIEP-UNESCO. About 150 experts and observers-including researchers, policymakers and practitioners-participated in the conference. Topics included both thematic issues (e.g., metrics and financing) and national case examples (India, Ivory Coast, Kenya and Mexico), which broadly focused on better understanding children's learning in low-resourced settings worldwide, along with ways that new policy approaches can improve learning.This volume is the second in a series on "learning at the bottom of the pyramid." The first conference, LBOP1, was held at the University of Pennsylvania in Philadelphia on March 2-3, 2017, and resulted in the 2018 book Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries, published by IIEP-UNESCO.The LBOP initiative continues to raise substantial issues of concern to international agencies, foundations, policymakers, education vi Learning, Marginalization, and Improving the Quality of Education specialists, and the public at large. It is clear that in order to achieve quality education for all, a better understanding of learning in lowincome societies will remain a high priority.

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11. India

Novak¹

2022

Learning, Marginalization, and Improving the Quality of Education in Low-Income Countries

0

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The education goal-Goal 4-of the 2030 UN Sustainable Development Goals places a strong emphasis on "ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all." This goal recognizes that though great gains have been made in improving access to education in the two decades since the first set of UN goals in the year 2000-a major accomplishment-such success is not enough. Schooling must be of good quality and effective learning for all children, and in all locales. The achievement of quality education has been especially difficult for those who are poor and marginalized in low-income countries-those at the bottom of the pyramid.This volume-Learning, Marginalization, and Improving the Quality of Education in Low-income Countries-is based on papers presented at an international virtual conference, Learning at the Bottom of the Pyramid 2 (LBOP2), held online in November/December 2020, and co-hosted by the University of Pennsylvania and IIEP-UNESCO. About 150 experts and observers-including researchers, policymakers and practitioners-participated in the conference. Topics included both thematic issues (e.g., metrics and financing) and national case examples (India, Ivory Coast, Kenya and Mexico), which broadly focused on better understanding children's learning in low-resourced settings worldwide, along with ways that new policy approaches can improve learning.This volume is the second in a series on "learning at the bottom of the pyramid." The first conference, LBOP1, was held at the University of Pennsylvania in Philadelphia on March 2-3, 2017, and resulted in the 2018 book Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries, published by IIEP-UNESCO.The LBOP initiative continues to raise substantial issues of concern to international agencies, foundations, policymakers, education vi Learning, Marginalization, and Improving the Quality of Education specialists, and the public at large. It is clear that in order to achieve quality education for all, a better understanding of learning in lowincome societies will remain a high priority.

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Artificial Intelligence, Teacher Tasks and Individualized Pedagogy

Cited by 4 publications

References 21 publications

Potential Risks of Artificial Intelligence Integration into School Education: A Systematic Review

Potential Risks of Artificial Intelligence Integration into School Education: A Systematic Review

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries

11. India

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