Empowering educators to be AI-ready

Luckin, Rose; Cukurova, Mutlu; Kent, Carmel; Boulay, Benedict du

doi:10.1016/j.caeai.2022.100076

Cited by 109 publications

(72 citation statements)

References 46 publications

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“…This exploratory review highlighted that the purpose of most educational research with AI-driven technologies was to demonstrate the effectiveness of an ITS by measuring students' academic performance. Although recent studies have shown how these technologies also contribute to overall better learning outcomes among students (Laanpere et al, 2014 ; Luckin et al, 2016 ), very few have been implemented as applications in classrooms. To capitalize on students' optimal learning (Ryan and Deci, 2017 ), in addition to academic performance, positive learning experiences need to be designed that consider students' interactions with AI, including the maintenance of a certain level of motivation and engagement (Niemic and Ryan, 2009 ; Peters et al, 2018 ), as well as a well-defined role for the classroom teacher.…”

Section: Discussionmentioning

confidence: 99%

The potential of learning with (and not from) artificial intelligence in education

Chichekian

Benteux

2022

Front. Artif. Intell.

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AI-powered technologies are increasingly being developed for educational purposes to contribute to students' academic performance and overall better learning outcomes. This exploratory review uses the PRISMA approach to describe how the effectiveness of AI-driven technologies is being measured, as well as the roles attributed to teachers, and the theoretical and practical contributions derived from the interventions. Findings from 48 articles highlighted that learning outcomes were more aligned with the optimization of AI systems, mostly nested in a computer science perspective, and did not consider teachers in an active role in the research. Most studies proved to be atheoretical and practical contributions were limited to enhancing the design of the AI system. We discuss the importance of developing complementary research designs for AI-powered tools to be integrated optimally into education.

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Section: Discussionmentioning

confidence: 99%

The potential of learning with (and not from) artificial intelligence in education

Chichekian

Benteux

2022

Front. Artif. Intell.

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“…Nazaretsky et al (2022) argue that the key to gaining a teacher's trust is teacher agency: technologies should not restrict teachers to follow specific pedagogical scenarios and should allow teachers modify or override recommendations given by the technology. Moreover, Luckin et al (2022) suggest AI readiness training for educators to be better equipped in leveraging AI to the benefit of learners. Finally, Lammassaari et al (2022) found that if teachers' epistemic theory was in harmony with the digital reforms, there is a positive association with work engagement and negative association with burnout.…”

Section: Teachers' Beliefs and Learning Technologiesmentioning

confidence: 99%

“Replacing teachers? Doubt it.” Practitioners' views on adaptive learning technologies' impact on the teaching profession

Merikko

Kivimäki

2022

Front. Educ.

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Novel learning technologies have potential in reshaping the teaching profession by automating some parts of the work. However, teachers' perspectives toward automation have generally been critical. In the present study, we examine Finnish education practitioners' thoughts on adaptive learning technologies and their impact on the teaching profession. Using thematic and epistemic network analysis (ENA), we analyzed 114 social media posts. Supportive posts connected technological capabilities and self-directed or self-regulated learning, emphasizing that technology can also guide and support students. Critical posts connected human presence, educational arrangements, and pupil diversity and equality, emphasizing the importance of teachers' presence in addressing pupils' varying needs. Overall, the role of a human teacher was seen as necessary even with adaptive learning technologies available. Our findings reveal themes relevant when discussing the development of adaptive learning technologies and their potential impact on the teaching profession. Moreover, our findings increase the understanding of how supportive and critical argumentation on technology differ.

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“…Furthermore, the previous study also emphasized the importance of analyzing the teaching experience regarding implementation methods, teaching activities, and practices to play a supporting role in a generally recognized AI curriculum [19]. For example, several previous studies have reported the potential of using AI models for helping teachers design AI educational activities [20], address obstacles in the teaching AI implementation [21], employ project-based teaching AI practice [22], and enhance teachers' knowledge of teaching AI [23]. To sum up, existing research evidence mainly focuses on the linkage of AI models in education from the perspective of AI material and curricula rather than identifying teachers with an effective AI model of teaching AI well.…”

Section: Sustainable Ai Models From Appropriate Design In E-educationmentioning

confidence: 99%

“…One important challenge in teaching AI is the lack of effective design experience from teachers' perspectives to link AI models in professional development. Although there is an urgent need to research how to teach AI well from teachers' perspectives, more recent evidence has focused on K-12 AI material and curricula [20][21][22][23]27]. To the best of our knowledge, few studies have considered effective approaches to teaching AI from the perspective of design frames based on teachers' experiences.…”

Section: Research Questionmentioning

confidence: 99%

Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

Lin

Chen

Chan³

et al. 2022

Sustainability

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Teaching artificial intelligence (AI) is an emerging challenge in global school education. There are considerable barriers to overcome, including the existing practices of technology education and teachers’ knowledge of AI. Research evidence shows that studying teachers’ experiences can be beneficial in informing how appropriate design in teaching sustainable AI should evolve. Design frames characterize teachers’ design reasoning and can substantially influence their AI lesson design considerations. This study examined 18 experienced teachers’ perceptions of teaching AI and identified effective designs to support AI instruction. Data collection methods involved semi-structured interviews, action study, classroom observation, and post-lesson discussions with the purpose of analyzing the teachers’ perceptions of teaching AI. Grounded theory was employed to detail how teachers understand the pedagogical challenges of teaching AI and the emerging pedagogical solutions from their perspectives. Results reveal that effective AI instructional design should encompass five important components: (1) obstacles to and facilitators of participation in teaching AI, (2) interactive design thinking processes, (3) teachers’ knowledge of teaching AI, (4) orienteering AI knowledge for social good, and (5) the holistic understanding of teaching AI. The implications for future teacher AI professional development activities are proposed.

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Empowering educators to be AI-ready

Cited by 109 publications

References 46 publications

The potential of learning with (and not from) artificial intelligence in education

The potential of learning with (and not from) artificial intelligence in education

“Replacing teachers? Doubt it.” Practitioners' views on adaptive learning technologies' impact on the teaching profession

Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective

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