Artificial Intelligence and K-12 Education: Possibilities, Pedagogies and Risks
暫譯: 人工智慧與K-12教育：可能性、教學法與風險
Mintz, Joseph, Holmes, Wayne, Liu, Leping
商品描述
This book problematizes and explores appropriate ways of using AI technology that can augment educational practice, especially in K-12 teaching and learning.
Since the launch of OpenAI ChatGPT in November 2022, people have been debating "to chat or to cheat" while more and more educators have started to explore "to add or to integrate" it into teaching and learning. A list of questions has been on the way. What can ChatGPT produce? How accurate can the contents produced by the GPT be? What are the considerations that an instructor should have when using AI technology for student learning? To what extent can ChatGPT compete with humans in terms of learning? ChatGPT is just a technology tool, but it drops a huge bomb in the field of education, and even changes the way many think about education. The contributors of this book, as well as probing the ethical conundrums presented by generative AI and other new technologies in AI&ED, summarize an overview of practice, provided first-hand experiences, and suggested strategies and methods that are workable in the field.
This cutting-edge volume will be of interest to researchers, scholars and practitioners of education, education technology, sociology, ethics and artificial intelligence. It was originally published as a special issue of Computers in the Schools.
商品描述(中文翻譯)
這本書探討並分析了適當使用人工智慧（AI）技術的方法，以增強教育實踐，特別是在K-12的教學與學習中。
自從2022年11月OpenAI推出ChatGPT以來，人們一直在辯論「聊天還是作弊」，而越來越多的教育工作者開始探索「添加還是整合」它進入教學與學習中。一系列問題隨之而來。ChatGPT能產生什麼？GPT產生的內容準確性如何？教師在使用AI技術促進學生學習時應考慮哪些因素？在學習方面，ChatGPT能在多大程度上與人類競爭？ChatGPT只是一個技術工具，但它在教育領域引發了巨大的震撼，甚至改變了許多人對教育的看法。本書的貢獻者不僅探討了生成式AI及其他新技術在AI與教育（AI&ED）中所帶來的倫理困境，還總結了實踐的概述，提供了第一手的經驗，並建議了在該領域可行的策略和方法。
這本前沿的著作將吸引教育、教育科技、社會學、倫理學和人工智慧的研究者、學者和實踐者的興趣。它最初作為《Computers in the Schools》的特刊發表。
作者簡介
Joseph Mintz, PhD, is an Associate Professor in the IOE, UCL's Faculty of Education and Society, at University College London (UK). His research interests focus on special educational needs, inclusive education, teacher education for inclusion, autism education, and educational technology for children with special needs. He has successfully led over 20 research and evaluation projects. Funding for these has come from the European Union, Department of Education in England, the National Council for Special Education in Ireland and the Kuwait Foundation for the Advancement of Science. He also has a track record in knowledge exchange, and has worked closely with a number of commercial, governmental and third sector organizations on development and evaluation projects. He is currently co-leading a project on using text analytics to support the learning of children with special educational needs with colleagues at the University of Cambridge and the Federal University of Rio Grande du Sol in Brazil. He is also co-leading a project on using a technology supported learning outcomes approach to support the learning of children with barriers in math learning, in conjunction with Kuwait University. He was on secondment to England's Office for Standards in Education (Ofsted) for 15 months from July 2023 and led on national research projects. He regularly publishes in leading academic journals and also regularly consults for government on a variety of areas. He is a member of the editorial boards of the European Journal of Special Needs Education and Frontiers Special Education and is Editor in Chief of Computers in the Schools.
Wayne Holmes, PhD, is a Professor of critical studies of artificial intelligence and education in the IOE, UCL's Faculty of Education and Society at University College London (UK). His research takes a critical studies perspective to the teaching and application of AI&ED, and their ethical, human, and social justice implications. Wayne is leading the Council of Europe's expert group on AI&ED, which is developing legislation to protect the human rights of students and teachers engaging with AI- enabled systems. He is also Consultant for the Technology and AI in Education unit at UNESCO, Associate Professor (Adjunct) at the University of Nova Gorica (Slovenia), and a Senior Researcher in AI&ED for the International Research Center on Artificial Intelligence under the auspices of UNESCO. Wayne has co- written several books on AI&ED and given keynotes on AI&ED in countries around the world.
Leping Liu, PhD, is a Professor of information technology and statistics at the University of Nevada (USA). Her research focuses on developing and validating static and dynamic models for technology integration, instructional design, online teaching and learning, AI- based learning, and evaluation and assessment. She also initiated and examined the model and methods to conduct data- driven dynamic assessment in technology- based learning, and new methods to conduct quantitative content analysis. She has authored fifteen books, edited over ten books, and published more than a hundred academic data- based journal articles in the above areas. She has developed and taught twenty- four graduate level courses in instructional technology and educational measurement and statistics. She is the editor- in- chief of a peer- reviewed online journal - International Journal of Technology in Teaching and Learning, and Research Associate Editor for Computers in the Schools.
Maria Perez-Ortiz, PhD, is an Associate Professor at the Center for Artificial Intelligence and the Department of Computer Science at University College London (UK). She is co- founder and co- director of the first MSc programme on Artificial Intelligence for Sustainable Development, where she leads two courses on the intersection of emerging technologies, sustainability, and ethics. Perez- Ortiz calls her line of work "Planet- centered AI", developing responsible AI technologies for people and the planet, and tackling the challenges of the Anthropocene (e.g., climate change mitigation and adaptation, and supporting policy makers). She serves as UNESCO Co- Chair in AI and is leading the work to bring sustainability and responsible innovation into computer science education.
作者簡介(中文翻譯)
約瑟夫·明茲（Joseph Mintz），博士，是倫敦大學學院（University College London, UK）教育與社會學院（IOE）的副教授。他的研究興趣集中在特殊教育需求、包容性教育、包容性教師教育、自閉症教育以及針對特殊需求兒童的教育科技。他成功主導了超過20個研究和評估項目，這些項目的資金來自歐盟、英國教育部、愛爾蘭特殊教育國家委員會以及科威特科學進步基金會。他在知識交流方面也有良好的紀錄，並與多個商業、政府及第三部門組織密切合作，進行發展和評估項目。目前，他與劍橋大學及巴西南大河聯邦大學的同事共同主導一個使用文本分析支持特殊教育需求兒童學習的項目。他還與科威特大學共同主導一個使用技術支持學習成果的方法，幫助在數學學習上有障礙的兒童。他於2023年7月被借調至英國教育標準辦公室（Ofsted）15個月，並主導國家研究項目。他定期在領先的學術期刊上發表文章，並為政府在多個領域提供諮詢。他是《歐洲特殊需求教育期刊》（European Journal of Special Needs Education）和《前沿特殊教育》（Frontiers Special Education）的編輯委員會成員，並擔任《學校中的計算機》（Computers in the Schools）的主編。
韋恩·霍姆斯（Wayne Holmes），博士，是倫敦大學學院（University College London, UK）教育與社會學院（IOE）人工智慧與教育的批判研究教授。他的研究從批判研究的角度探討人工智慧與教育（AI&ED）的教學及應用，以及其倫理、人性和社會正義的影響。韋恩正在領導歐洲理事會的AI&ED專家小組，該小組正在制定立法以保護與AI系統互動的學生和教師的人權。他還是聯合國教科文組織（UNESCO）教育中的技術與AI單位的顧問，斯洛維尼亞諾瓦戈里察大學的副教授（兼職），以及聯合國教科文組織人工智慧國際研究中心的AI&ED高級研究員。韋恩共同撰寫了幾本關於AI&ED的書籍，並在世界各國就AI&ED發表主題演講。
劉樂平（Leping Liu），博士，是美國內華達大學的信息技術與統計學教授。她的研究專注於開發和驗證技術整合、教學設計、在線教學與學習、基於AI的學習以及評估與評量的靜態和動態模型。她還啟動並檢視了在技術基礎學習中進行數據驅動的動態評估的模型和方法，以及進行定量內容分析的新方法。她已出版十五本書籍，編輯超過十本書籍，並在上述領域發表了超過一百篇學術數據期刊文章。她開發並教授了二十四門研究生級別的課程，涵蓋教學技術和教育測量與統計。她是同行評審的在線期刊《國際教學與學習技術期刊》（International Journal of Technology in Teaching and Learning）的主編，並擔任《學校中的計算機》（Computers in the Schools）的研究副編輯。
瑪麗亞·佩雷斯-奧爾蒂斯（Maria Perez-Ortiz），博士，是倫敦大學學院（University College London, UK）人工智慧中心及計算機科學系的副教授。她是首個針對可持續發展的人工智慧碩士課程的共同創辦人和共同主任，負責兩門關於新興技術、可持續性和倫理交集的課程。佩雷斯-奧爾蒂斯稱她的工作為「以行星為中心的AI」，致力於為人類和地球開發負責任的AI技術，並應對人類世的挑戰（例如，氣候變化的緩解與適應，以及支持政策制定者）。她擔任聯合國教科文組織的AI共同主席，並領導將可持續性和負責任創新引入計算機科學教育的工作。
