Emerging Technologies in K–12 Education: A Future HCI Research Agenda

Abstract

This systematic mapping review sheds light on how emerging technologies have been introduced and taught in various K–12 learning settings, particularly with regard to artificial intelligence (AI), machine learning (ML), the internet of things (IoT), augmented reality (AR), and virtual reality (VR). These technologies are rapidly being integrated into children's everyday lives, but their functions and implications are rarely understood due to their complex and distributed nature. The review provides a rigorous overview of the state of the art based on 107 records published across the fields of human–computer interaction, learning sciences, computing education, and child–computer interaction between 2010 and 2020. The findings show the urgent need on a global scale for inter- and transdisciplinary research that can integrate these dispersed contributions into a more coherent field of research and practice. The article presents nine discussion points for developing a shared agenda to mature the field. Based on the HCI community's expertise in human-centred approaches to technology and aspects of learning, we argue that the community is ideally positioned to take a leading role in the realisation of this future research agenda.

Pengabdian Masyarakat Untuk Pembelajaran Coding Artificial Intelligence Kepada Siswa SMP Kristen Wonosobo

“…Namun, pengenalan Artificial Intelligence dan Internet of Things yang terhubung dengan materi yang dipelajari seperti matematika dan statistik tidak mudah bagi siswa dan guru yang belum pernah mengintegrasikan hal-hal itu (Drijvers et al, 2017) (Mechelen et al, 2013) . Demikian pula bagaimana hal itu dapat dilakukan, tentu akan sangat sulit dipahami jika tidak ada produk langsung yang dapat dimengerti pada level siswa.…”

Fra teknologianvendelse til teknologiforståelse via Lærerens Grundfaglighed

“…I lighed med internationale tilgange skulle eleverne, som en del af faget, arbejde med digitale teknologier og skabe digitale artefakter (Wagner et al, 2020), men den danske faglighed indeholder også teknologianalyse, formålsanalyse, brugsstudier og konsekvensvurdering som selvstaendige videns-og faerdighedsområder. Dette står i modsaetning til internationale tiltag, hvor en kritisk og analytisk tilgang til teknologierne oftere har vaeret en eftertanke (van Mechelen et al, 2022), noget, der ikke har fået ret meget plads eller har vaeret opfattet som noget, der skulle komme direkte ud af en skabende tilgang . Teknologiforståelse har altså i den danske grundskolekontekst såvel nogle kreative og skabende som nogle kritiske og analytiske indholdsområder.…”

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“…In recent years, the COVID-19 pandemic posed an important test for the education sector, which had to accelerate the digitalization process [19][20][21] to respond to the emergency measures placed by institutions. In addition, the rise of artificial intelligence with the introduction of ChatGPT in late 2022 is challenging the role of the teacher in the face of the potential for new interactions between students and AI [22][23][24][25].…”