AI炒作?教育中人工智能(AIED)及其发展话语的视域扫描

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning Media and Technology Pub Date : 2023-01-02 DOI:10.1080/17439884.2022.2095568

Selena Nemorin, A. Vlachidis, H. M. Ayerakwa, Panagiotis Andriotis

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引用次数: 24

摘要

本研究旨在了解人工智能生态系统如何涉及到一种知识生产形式，这种知识生产形式具体化了特定种类的认识论。本文使用文本挖掘和主题分析，对过去几年AIEd辩论中出现的关键主题进行了横向扫描。我们首先讨论我们用来实验数据收集和分析的数字方法的工具。然后，本文研究了教育系统中的人工智能是如何被构思、炒作和潜在地部署到全球教育环境中的。研究结果在论述中分为三个主题:(1)通过教育和技术创新获得地缘政治优势;(2)创造和扩大市场利基;(3)管理叙事、观念和规范。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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AI hyped? A horizon scan of discourse on artificial intelligence in education (AIED) and development

ABSTRACT The study seeks to understand how the AI ecosystem might be implicated in a form of knowledge production which reifies particular kinds of epistemologies over others. Using text mining and thematic analysis, this paper offers a horizon scan of the key themes that have emerged over the past few years during the AIEd debate. We begin with a discussion of the tools we used to experiment with digital methods for data collection and analysis. This paper then examines how AI in education systems are being conceived, hyped, and potentially deployed into global education contexts. Findings are categorised into three themes in the discourse: (1) geopolitical dominance through education and technological innovation; (2) creation and expansion of market niches, and (3) managing narratives, perceptions, and norms.

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来源期刊

Learning Media and Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.40

自引率

14.50%

发文量

期刊介绍： Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies. As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education. Instead we invite submissions which build on contemporary debates such as: -The ways in which digital media interact with learning environments, educational institutions and educational cultures -The changing nature of knowledge, learning and pedagogy in the digital age -Digital media production, consumption and creativity in educational contexts -How digital media are shaping (and being shaped by) educational practices in local, national and global contexts -The social, cultural, economic and political nature of educational media and technology -The ways in which digital media in education interact with issues of democracy and equity, social justice and public good. Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciences.