Intrigues of Artificial Intelligence in Teaching and Learning in the Modern Times

Abstract

This chapter addressed intrigues of Artificial Intelligence (AI) in teaching and learning in the modern times. This study was guided by the Situated Learning Theory (SLT). Situated knowledge or situated learning was at the onset propagated by Brown, Collins and Dugud (1989) and later elaborated by Lave and Wenger (1991). Despite of the unavoidable circumstantial changes occasioned by AI, it looked at predictive models in teaching and learning, policies for AI in teaching, Neo-predictive models in Instruction and knowledge acquisition and automated learning in the current AI age. It requires the learning researchers to delve into exploration and involve other education stakeholders. Methods used were partial literature review plus qualitative assessment of teaching methods in the period of AI. The study targeted curriculum and instruction designers, policy maker, administrators, educators including stakeholders passionate in teaching and learning in modern times of AI and furtherance of sustainable development in Kenya and environs.