Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
New Critical Imaginaries and Reflections on Robots and Artificial Intelligence: How Teachers’ Programming Knowledge Could Affect Future Educational Technology
Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design. (LINA)ORCID-id: 0000-0002-9399-0159
Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design. (LINA)ORCID-id: 0000-0002-1748-8837
2020 (Engelska)Ingår i: INTED 2020: 14th International Technology, Education and Development Conference Valencia, Spain. 2-4 March, 2020, International Association for Technology, Education and Development, 2020, s. 3475-3483Konferensbidrag, Publicerat paper (Övrigt vetenskapligt)
Abstract [en]

Educational Robots (ER) and Artificial Intelligence (AI) are rapidly evolving to meet the challenges that characterize school environments. The direction in which these emerging technologies will develop, and the effect they finally have on schools, will partially be shaped by how scholars and practitioners imagine future education. A recent study about the views of teachers and educational researchers regarding the use of ER and AI for learning purposes highlighted this issue [1]. This study revealed that, beside an urgent need for teacher professional development, the participants were concerned about human interrelations, individualization, educational management and ethics. However, both groups showed a rudimentary understanding of the differences between these two technologies. More importantly, there seemed to be a gap in the way teachers and researchers in that study approached new technologies in education. Whereas for teachers the purpose of technology was to enhance current teaching processes, for researchers, technology had a deeper transformational potential. Since then, a large national program aiming at increasing schoolteachers’ computational thinking and coding skills has been put into practice at several Swedish universities to support the introduction of computer programming in the K-12 curriculum. To account for these new developments, we wanted to investigate how these teacher professional development programs could reflect on upcoming school technologies. University teachers in charge of the programming courses could provide insightful information about how ER and AI can mold future school practices since they represent an entrance point for teachers into these technologies. Delegates from several universities involved in the development of programming courses for K-12 teachers were therefore invited to give their vision of a future classroom. In order to compare with the previous study, seventeen university teachers were also asked to imagine a teaching situation in a school in which a) social robots and b) robots with artificial intelligence, were a reality. They were further requested to reflect upon which challenges and possibilities could emerge when using ER and AI in post-digital K-12 education. Which differences appear relevant compared to the participants in the previous study? The analysis showed that the university teachers participating in our study coincide in pointing out potential gains in individualizing teaching and relieving teachers from routine tasks. Our informants adhered to the position of schoolteachers and did not predict any fundamental transformations in the current teaching practices. Unique for our participants was their ability to discern between ER and AI and that, while they were largely sceptic toward the cognitive benefits of a physical robot, they trusted the software to achieve similar results in a traditional computer. Given the premises in this investigation “future teachers that already knew how to program”, the participants in our study did not suggest further need for professional development, which contrasts with the prevalent opinion in the previous study. If university teachers believe that programming knowledge is enough to bridge the competence gap, and they do not expect any radical transformation in education, maybe ER and AI could be fully integrated in the teaching practice more easily than it was predicted earlier

Ort, förlag, år, upplaga, sidor
International Association for Technology, Education and Development, 2020. s. 3475-3483
Serie
INTED Proceedings
Nyckelord [en]
Educational robots; Artificial Intelligence; Computer programming; Computational thinking; Post-digital education; K-12 education; ICT curriculum
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
Arbetsintegrerat lärande
Identifikatorer
URN: urn:nbn:se:hv:diva-16983ISBN: 978-84-09-17939-8 (digital)OAI: oai:DiVA.org:hv-16983DiVA, id: diva2:1599619
Konferens
14Th International Technology, Education And Development Conference (Inted2020)
Tillgänglig från: 2021-10-01 Skapad: 2021-10-01 Senast uppdaterad: 2021-11-01Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Person

Ekström, SaraFuentes Martinez, Ana

Sök vidare i DiVA

Av författaren/redaktören
Ekström, SaraFuentes Martinez, Ana
Av organisationen
Avd för medier och design
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning

Sök vidare utanför DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetricpoäng

isbn
urn-nbn
Totalt: 174 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf