Pub Date : 2023-01-11DOI: 10.1080/15391523.2022.2163939
Rachelle Curcio, Stephanie Schroeder, L. Lundgren
{"title":"Affordances and constraints of the teacher-to-teacher online marketplace of ideas: understanding early career elementary teachers’ perceptions","authors":"Rachelle Curcio, Stephanie Schroeder, L. Lundgren","doi":"10.1080/15391523.2022.2163939","DOIUrl":"https://doi.org/10.1080/15391523.2022.2163939","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42565009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-11DOI: 10.1080/15391523.2022.2160394
Theodosios Sapounidis, Sokratis Tselegkaridis, D. Stamovlasis
{"title":"Educational robotics and STEM in primary education: a review and a meta-analysis","authors":"Theodosios Sapounidis, Sokratis Tselegkaridis, D. Stamovlasis","doi":"10.1080/15391523.2022.2160394","DOIUrl":"https://doi.org/10.1080/15391523.2022.2160394","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42450658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-03DOI: 10.1080/15391523.2022.2160392
Xiaojing Weng, Thomas K. F. Chiu
{"title":"The mediating effects of engagement on the relationship between perceived digital inquiry and creativity","authors":"Xiaojing Weng, Thomas K. F. Chiu","doi":"10.1080/15391523.2022.2160392","DOIUrl":"https://doi.org/10.1080/15391523.2022.2160392","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44124004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-03DOI: 10.1080/15391523.2022.2154511
Dirk Ifenthaler, Clara Schumacher
With the emerging opportunities of artificial intelligence (AI), learning and teaching may be supported in situ and in real time for more efficient and valid solutions. Hence, AI has the potential to further revolutionize the integration of human and artificial intelligence and impact human and machine collaboration in learning and teaching (De Laat et al., 2020). The discourse around the utilization of AI in education shifted from being narrowly focused on automation-based tasks to augmentation of human capabilities linked to learning and teaching (Chatti et al., 2020). In this regard, in reciprocal interaction, tasks can be distributed between humans and the AI (Molenaar, 2022). As such, AI systems can analyze large datasets, including unstructured data, in real time, and can detect patterns or structures that can be used for intelligent human decision making in learning and teaching situations (Ifenthaler, 2015). For instance, recommender systems are designed to support learners in areas where the amount of data exceeds the individual’s abilities to process it and provide them with the most relevant, interesting, or useful artifacts (Verbert et al., 2012). Conventional methods, such as collaborative filtering or content-based recommender systems, assume that learners with similar preferences would favor the same things (Hemmler et al., 2022). Examples of successful adaptation include finding relevant learning content (Deschênes, 2020), entire courses (Guruge et al., 2021), or the optimal sequence of learning content and activities (Kerres & Buntins, 2020). Due to the remaining challenges of implementing meaningful AI in educational contexts, especially for more sophisticated tasks, the reciprocal collaboration of humans and AI might be a suitable approach for enhancing the capacities of both (Baker, 2016). However, understanding how AI, as a stakeholder among humans, selects and acquires data in the process of learning and knowledge creation, learns to process and forget information, and learns to share knowledge with collaborators is yet to be empirically investigated. This special issue brings together scholarly research and theory focusing on contemporary issues related to artificial and human intelligence in education and how they support students in educational settings. The contributions provide insights into how educational practice in various contexts can be augmented between AI and human stakeholders. Accordingly, this rich collection of articles critically reflects on the reciprocal issues of artificial and human intelligence in education.
随着人工智能(AI)的出现，学习和教学可能会得到现场和实时的支持，以获得更有效和有效的解决方案。因此，人工智能有可能进一步彻底改变人类和人工智能的融合，并影响人类和机器在学习和教学中的协作(De Laat et al.， 2020)。围绕人工智能在教育中的应用的讨论从狭隘地关注基于自动化的任务转向增强与学习和教学相关的人类能力(Chatti et al.， 2020)。在这方面，在互惠互动中，任务可以在人类和人工智能之间分配(Molenaar, 2022)。因此，人工智能系统可以实时分析大型数据集，包括非结构化数据，并可以检测可用于学习和教学情境中智能人类决策的模式或结构(Ifenthaler, 2015)。例如，推荐系统的设计目的是在数据量超过个人处理能力的领域为学习者提供支持，并为他们提供最相关、最有趣或最有用的工件(Verbert et al.， 2012)。传统的方法，如协同过滤或基于内容的推荐系统，假设具有相似偏好的学习者会倾向于相同的事物(Hemmler等人，2022)。成功适应的例子包括找到相关的学习内容(Deschênes, 2020)，完整的课程(Guruge等，2021)，或学习内容和活动的最佳顺序(Kerres & Buntins, 2020)。由于在教育环境中实施有意义的人工智能仍然存在挑战，特别是对于更复杂的任务，人类和人工智能的互惠合作可能是提高两者能力的合适方法(Baker, 2016)。然而，人工智能作为人类的利益相关者，如何在学习和知识创造的过程中选择和获取数据，如何学会处理和忘记信息，如何学会与合作者共享知识，还有待实证研究。这期特刊汇集了学术研究和理论，重点关注与人工智能和人类智能在教育中的当代问题，以及它们如何在教育环境中支持学生。这些贡献提供了如何在人工智能和人类利益相关者之间增强各种背景下的教育实践的见解。因此，这个丰富的文章集合批判性地反映了教育中人工智能和人类智能的相互问题。
{"title":"Reciprocal issues of artificial and human intelligence in education","authors":"Dirk Ifenthaler, Clara Schumacher","doi":"10.1080/15391523.2022.2154511","DOIUrl":"https://doi.org/10.1080/15391523.2022.2154511","url":null,"abstract":"With the emerging opportunities of artificial intelligence (AI), learning and teaching may be supported in situ and in real time for more efficient and valid solutions. Hence, AI has the potential to further revolutionize the integration of human and artificial intelligence and impact human and machine collaboration in learning and teaching (De Laat et al., 2020). The discourse around the utilization of AI in education shifted from being narrowly focused on automation-based tasks to augmentation of human capabilities linked to learning and teaching (Chatti et al., 2020). In this regard, in reciprocal interaction, tasks can be distributed between humans and the AI (Molenaar, 2022). As such, AI systems can analyze large datasets, including unstructured data, in real time, and can detect patterns or structures that can be used for intelligent human decision making in learning and teaching situations (Ifenthaler, 2015). For instance, recommender systems are designed to support learners in areas where the amount of data exceeds the individual’s abilities to process it and provide them with the most relevant, interesting, or useful artifacts (Verbert et al., 2012). Conventional methods, such as collaborative filtering or content-based recommender systems, assume that learners with similar preferences would favor the same things (Hemmler et al., 2022). Examples of successful adaptation include finding relevant learning content (Deschênes, 2020), entire courses (Guruge et al., 2021), or the optimal sequence of learning content and activities (Kerres & Buntins, 2020). Due to the remaining challenges of implementing meaningful AI in educational contexts, especially for more sophisticated tasks, the reciprocal collaboration of humans and AI might be a suitable approach for enhancing the capacities of both (Baker, 2016). However, understanding how AI, as a stakeholder among humans, selects and acquires data in the process of learning and knowledge creation, learns to process and forget information, and learns to share knowledge with collaborators is yet to be empirically investigated. This special issue brings together scholarly research and theory focusing on contemporary issues related to artificial and human intelligence in education and how they support students in educational settings. The contributions provide insights into how educational practice in various contexts can be augmented between AI and human stakeholders. Accordingly, this rich collection of articles critically reflects on the reciprocal issues of artificial and human intelligence in education.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"55 1","pages":"1 - 6"},"PeriodicalIF":5.1,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44213952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.1080/15391523.2022.2158146
Kyungbin Kwon, Min-Kyung Jeon, Chen Zhou, Keunjae Kim, T. Brush
{"title":"Embodied learning for computational thinking in early primary education","authors":"Kyungbin Kwon, Min-Kyung Jeon, Chen Zhou, Keunjae Kim, T. Brush","doi":"10.1080/15391523.2022.2158146","DOIUrl":"https://doi.org/10.1080/15391523.2022.2158146","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46462647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-21DOI: 10.1080/15391523.2022.2160393
I. Lyublinskaya, Xiaoxue Du
{"title":"Preservice teachers’ TPACK learning trajectories in an online educational technology course","authors":"I. Lyublinskaya, Xiaoxue Du","doi":"10.1080/15391523.2022.2160393","DOIUrl":"https://doi.org/10.1080/15391523.2022.2160393","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47300322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-06DOI: 10.1080/15391523.2022.2150726
Christine Wusylko, Zhen Xu, K. Dawson, Pavlo D. Antonenko, Do Hyong (Ryan) Koh, Minyoung Lee, A. Benedict, S. Bhunia
{"title":"Using a comic book to engage students in a cryptology and cybersecurity curriculum","authors":"Christine Wusylko, Zhen Xu, K. Dawson, Pavlo D. Antonenko, Do Hyong (Ryan) Koh, Minyoung Lee, A. Benedict, S. Bhunia","doi":"10.1080/15391523.2022.2150726","DOIUrl":"https://doi.org/10.1080/15391523.2022.2150726","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47167843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.1080/15391523.2022.2142873
Hyangeun Ji, Insook Han, Yujung Ko
Abstract Despite the increasing use of conversational artificial intelligence (AI) in language learning, few studies explored how to develop collaborative partnership between AIs and humans. This systematic review examines empirical evidence of human-computer collaboration from 24 studies conducted in an AI-integrated language learning environment and published between 2015 and 2021. The roles of conversational AIs and teachers in each language learning phase with challenges of and suggestions for conversational AI-integrated language learning were identified. Although limited evidence for collaboration between conversational AIs and human teachers was found, future language education should integrate conversational AIs to promote intelligence amplification and decrease human teachers’ workload through classroom orchestration. The study concludes with guidelines and recommendations for teachers and AI researchers.
{"title":"A systematic review of conversational AI in language education: focusing on the collaboration with human teachers","authors":"Hyangeun Ji, Insook Han, Yujung Ko","doi":"10.1080/15391523.2022.2142873","DOIUrl":"https://doi.org/10.1080/15391523.2022.2142873","url":null,"abstract":"Abstract Despite the increasing use of conversational artificial intelligence (AI) in language learning, few studies explored how to develop collaborative partnership between AIs and humans. This systematic review examines empirical evidence of human-computer collaboration from 24 studies conducted in an AI-integrated language learning environment and published between 2015 and 2021. The roles of conversational AIs and teachers in each language learning phase with challenges of and suggestions for conversational AI-integrated language learning were identified. Although limited evidence for collaboration between conversational AIs and human teachers was found, future language education should integrate conversational AIs to promote intelligence amplification and decrease human teachers’ workload through classroom orchestration. The study concludes with guidelines and recommendations for teachers and AI researchers.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"55 1","pages":"48 - 63"},"PeriodicalIF":5.1,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42512262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.1080/15391523.2022.2150727
Hunhui Na, K. B. Staudt Willet
{"title":"Affinity and anonymity benefitting early career teachers in the r/teachers subreddit","authors":"Hunhui Na, K. B. Staudt Willet","doi":"10.1080/15391523.2022.2150727","DOIUrl":"https://doi.org/10.1080/15391523.2022.2150727","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42455844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-29DOI: 10.1080/15391523.2022.2148785
R. Moore, Shiyan Jiang, Brian Abramowitz
Abstract This systematic review examines the empirical literature published between 2014 and 2021 that situates artificial intelligence within K-12 educational contexts. Our review synthesizes 12 articles and highlights artificial intelligence’s instructional contexts and applications in K-12 learning environments. We focused our synthesis on the learning contexts and the learner-interface interactions. Our findings highlight that most of intelligent systems are being deployed in math or informal settings. Also, there are opportunities for more collaboration to facilitate teaching and learning in domain-specific areas. Additionally, researchers can explore how to implement more collaborative learning opportunities between intelligent tutors and learners. We conclude with a discussion of the reciprocal nature of this technology integration.
{"title":"What would the matrix do?: a systematic review of K-12 AI learning contexts and learner-interface interactions","authors":"R. Moore, Shiyan Jiang, Brian Abramowitz","doi":"10.1080/15391523.2022.2148785","DOIUrl":"https://doi.org/10.1080/15391523.2022.2148785","url":null,"abstract":"Abstract This systematic review examines the empirical literature published between 2014 and 2021 that situates artificial intelligence within K-12 educational contexts. Our review synthesizes 12 articles and highlights artificial intelligence’s instructional contexts and applications in K-12 learning environments. We focused our synthesis on the learning contexts and the learner-interface interactions. Our findings highlight that most of intelligent systems are being deployed in math or informal settings. Also, there are opportunities for more collaboration to facilitate teaching and learning in domain-specific areas. Additionally, researchers can explore how to implement more collaborative learning opportunities between intelligent tutors and learners. We conclude with a discussion of the reciprocal nature of this technology integration.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"55 1","pages":"7 - 20"},"PeriodicalIF":5.1,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45821384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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