Using Amazon Alexa as an Instructional Tool During Remote Teaching

Emerling, Christopher R.; Yang, Sohyun; Carter, Richard A.; Zhang, Ling; Hunt, Tiffany J.

doi:10.1177/0040059920964719

Cited by 8 publications

(3 citation statements)

References 13 publications

(13 reference statements)

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“…Nonetheless, providing similar levels of learning activities to both groups may prove inadequate to meet children born VPT’s needs for enhanced school-based supports because of their higher rates of school readiness and educational difficulties (Taylor & Anderson, 2022; Taylor et al, 2022). Children born VPT may benefit from additional educational supports, such as increased instructional hours and time spent on learning activities, or even new models incorporating artificial intelligence in remote learning (Emerling et al, 2020; Robles Bykbaev et al, 2011). Longitudinal follow-up of children born VPT will be important to determine the impact of teacher-provided learning activities during COVD-19 school closures on later educational outcomes and to ascertain whether these children will require additional educational supports when they return to school-based learning.…”

Section: Discussionmentioning

confidence: 99%

Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic

Vrantsidis

Horn

Benkart

et al. 2023

Journal of Early Intervention

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This study examined the remote learning activities children born very preterm (VPT; gestational age ≤ 30 weeks) received, compared with children born full term (FT; gestational age ≥ 37 weeks), during the COVID-19 pandemic. Parents of 5- to 6-year-olds born VPT ( n = 33) and FT ( n = 33) reported on the provision, frequency, and duration of teacher-provided live instruction, educational materials, and homework; and parent-provided educational materials. More kindergarten children born VPT received small group instruction and fewer received large group instruction than FT children. Preschoolers born VPT engaged in parent-provided learning apps, educational videos, and reading activities less frequently or for shorter durations than FT children. Findings suggest that while teachers generally implemented remote learning similarly for children born VPT and FT, parents did not. Children born VPT are at higher risk for educational problems and may benefit from more intensive school- and home-based educational interventions to help offset the impact of school closures.

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Section: Discussionmentioning

confidence: 99%

Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic

Vrantsidis

Horn

Benkart

et al. 2023

Journal of Early Intervention

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“…En un análisis sobre tecnologías avanzadas para la enseñanza de STEM (Arabit-García et al, 2021), recogíamos ejemplos de IA para diferentes etapas de enseñanza. En enseñanza primaria se citaba el trabajo de Pareto (2014), en el cual el autor utilizó IA para trabajar conceptos matemáticos; Lane (2021) usa ejemplos de IA para trabajar con aprendizaje automático (machine-learning) y Scratch; Emerling et al (2020) y Underwood (2017) analizaron el potencial de dispositivos inteligentes guiados por voz.…”

Section: La Inteligencia Artificial Y Su Impacto En Educaciónunclassified

La revolución de la Inteligencia Artificial en tiempos de negacionismo tecnológico

Prendes-Espinosa

2023

RiiTE

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Artificial Intelligence has been developing technically for decades, but it is in 2022 when the irruption of ChatGPT shakes the foundations of educational systems and all teachers, academics and people involved in one way or another in education. The need arises to know what it is, what it is for and what implications it can have on our systems, models and strategies in education. In this article we explain what Artificial Intelligence is and address some reflections on its educational impact. We also suggest in this article some Artificial Intelligence tools that may be useful to teachers, researchers, students and in general, to anyone interested in knowing a little better what this innovative technology -which we have called the "fourth educational revolution"- can be used for. Finally, we make some recommendations on their use in education. La Inteligencia Artificial lleva desarrollándose técnicamente durante décadas, pero es en 2022 cuando la irrupción de ChatGPT hace temblar los cimientos de los sistemas educativos y de todos los docentes, académicos y personas involucradas de un modo u otro en la formación. Surge la necesidad de saber qué es, para qué sirve y qué implicaciones puede tener en nuestros sistemas, modelos y estrategias en educación. En este artículo explicamos qué es la Inteligencia Artificial y abordamos algunas reflexiones sobre su impacto educativo. Además sugerimos algunas herramientas de Inteligencia Artificial que pueden ser útiles a los docentes, a los investigadores, a los estudiantes y en general, a cualquier persona interesada en conocer un poco mejor para qué se puede usar esta tecnología innovadora que hemos denominado como la "cuarta revolución educativa". Por último, hacemos algunas recomendaciones sobre su uso en educación.

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“…Emerling et al [47] also propose using voice assistants for distance learning. Teachers can create and add their own applications (skills), in order to help them in their educational work.…”

Section: Voice Assistants In Distance Learningmentioning

confidence: 99%

Untitled

2021

JESTR

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Using Amazon Alexa as an Instructional Tool During Remote Teaching

Cited by 8 publications

References 13 publications

Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic

Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic

La revolución de la Inteligencia Artificial en tiempos de negacionismo tecnológico

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