Till sidans topp

Sidansvarig: Webbredaktion
Sidan uppdaterades: 2012-09-11 15:12

Tipsa en vän
Utskriftsversion

Critical Imaginaries and … - Göteborgs universitet Till startsida
Webbkarta
Till innehåll Läs mer om hur kakor används på gu.se

Kontaktformulär








 


OBS! Vill du ha svar, ange e-post eller telefonnummer!




Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education

Artikel i vetenskaplig tidskrift
Författare S Hrastinski
Charlotte Arkenback-Sundström
A D. Olofsson
S Ekström
Elin Ericsson
G Fransson
J Jaldemark
T Ryberg
L-M Öberg
A Fuentes
U Gustafsson
N Humble
P Mozelius
M Sundgren
Marie Utterberg
Publicerad i Postdigital Science and Education
Volym 1
Nummer/häfte 2
Sidor 427–445
ISSN 2524-485X
Publiceringsår 2019
Publicerad vid Institutionen för tillämpad informationsteknologi (GU)
Sidor 427–445
Språk en
Länkar https://doi.org/10.1007/s42438-019-...
https://rdcu.be/bQ0Xz
Ämnesord Artificial intelligence, Educational robots, Postdigital Education, K-12 Education, Automation, Symposium
Ämneskategorier Utbildningsvetenskap

Sammanfattning

It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

Sidansvarig: Webbredaktion|Sidan uppdaterades: 2012-09-11
Dela:

På Göteborgs universitet använder vi kakor (cookies) för att webbplatsen ska fungera på ett bra sätt för dig. Genom att surfa vidare godkänner du att vi använder kakor.  Vad är kakor?