Digital Technologies and the Automation of Education — Key Questions and Concerns

Selwyn, Neil; Hillman, Thomas; Rensfeldt, Annika Bergviken; Perrotta, Carlo

doi:10.1007/s42438-021-00263-3

Cited by 60 publications

(37 citation statements)

References 15 publications

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“…PhD students lucky enough to receive meager scholarships would, in many cases, be better off living on the dole; others supplement their income by doing manual jobs and/or precarious academic gigs (Shore 2016). This is all spiced up by automation (Selwyn et al 2021), which contributes to further precarization of academic labour (Noble 2003). Early career researchers move from one insecure position to another, often unable to buy a property or even start a family.…”

Section: The Hope and Cynicism Of The Pharmakonmentioning

confidence: 99%

Alone-Time and Loneliness in the Academia

Jandrić

2022

Postdigit Sci Educ

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Section: The Hope and Cynicism Of The Pharmakonmentioning

confidence: 99%

Alone-Time and Loneliness in the Academia

Jandrić

2022

Postdigit Sci Educ

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“…Williamson, Macgilchrist, and Potter (2021) argue that a key characteristic of the educational response during the pandemic has been the growth of new commercial platforms and public-private partnerships promoting the use of Ed-Tech for profitable market returns. There are also growing concerns about the automation of education (Selwyn, Hillman, Bergviken Rensfeldt, & Perrotta, 2021a), the rise of platform pedagogies (Perrotta, Gulson, Williamson, & Witzenberger, 2021), and the surrender of control to surveillance technology (Selwyn, O'Neil, Smith, Andrejevic, & Gu, 2021b). The rise of "big tech" is often linked to powerful neoliberal forces such as the unbundling movement, which is arguably creating a new learning economy (Ralston, 2021).…”

Section: Competing Images Of the Futurementioning

confidence: 99%

Leading in Changing Times

Brown

2022

Handbook of Open, Distance and Digital Education

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This chapter reflects on the challenges and opportunities of leading educational change in today’s digitally connected world. It offers personal insights and critical reflections on learning leadership framed by a wide-angle, multifocal lens that helps zoom in and out to visualize preferred futures. Before outlining a collection of leadership touchstones and critical questions for guiding institutional transformation and then reporting their application in the practice of digital education, the chapter begins by illustrating how the new learning ecology is complex and entangled in competing images of the future. Efforts by educational leaders to build agile and sustainable transformative organizational cultures need to be guided by a clear sense of direction and anchored in a living institutional mission. The role of the National Institute for Digital Learning (NIDL) hosted at Dublin City University (DCU) in Ireland is central to this story, as harnessing the transformative potential of new digital technology is at the heart of its change agenda. After briefly introducing DCU, the chapter reports how the NIDL’s commitment to leadership development and active engagement in global networks are helping to reshape the higher education landscape with a critical digital edge. However, forging a future-focused mission based on multifocal criticality and transformative leadership is not something for the faint-hearted; it requires agency, relational capital, and strategic foresight to move from digital in part to digital at the heart of your organizational culture.

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“…However, AIbased automation is quite complex and, therefore, harder to implement and evaluate. Despite industry hype, some claim these technologies weaken educational potency and transformative potential [19][20][21].…”

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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Digital Technologies and the Automation of Education — Key Questions and Concerns

Cited by 60 publications

References 15 publications

Alone-Time and Loneliness in the Academia

Alone-Time and Loneliness in the Academia

Leading in Changing Times

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

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