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商品描述
AI-powered coding tools are revolutionizing software development, transforming programming from a specialized skill into an accessible educational practice across disciplines. This book investigates how tools such as Cursor AI, GitHub Copilot, and Replit's Ghostwriter are dismantling traditional barriers to entry for learners--particularly those from non-STEM backgrounds--by enabling natural language code generation, intelligent debugging, and interactive, project-based learning. Bridging the gap between theoretical instruction and practical application, the book serves as both a guide and a critical framework for integrating generative AI into curricula. It highlights how these tools expand the boundaries of programming education by supporting interdisciplinary applications, from literary analysis to creative writing, thereby making coding relevant and actionable for students in the humanities and beyond. The book equips educators with the tools and strategies necessary to incorporate AI-assisted programming into diverse academic contexts by offering lesson plans and adaptable project models. This resource is essential for instructors seeking to demystify coding, promote inclusivity in technical learning, and reimagine the role of software literacy in the twenty-first-century classroom.
商品描述(中文翻譯)
AI 驅動的編程工具正在徹底改變軟體開發，將編程從一項專業技能轉變為跨學科的可接觸教育實踐。本書探討了 Cursor AI、GitHub Copilot 和 Replit 的 Ghostwriter 等工具如何拆除學習者的傳統入門障礙，特別是來自非 STEM 背景的學習者，通過實現自然語言代碼生成、智能除錯和互動式專案學習。這本書彌合了理論教學與實踐應用之間的鴻溝，既是指導手冊，也是將生成式 AI 整合進課程的關鍵框架。它強調這些工具如何通過支持跨學科應用（從文學分析到創意寫作）來擴展編程教育的邊界，從而使編程對人文學科及其他領域的學生變得相關且可行。本書為教育工作者提供了必要的工具和策略，以便在多樣的學術環境中融入 AI 輔助編程，並提供課程計劃和可調整的專案模型。這本資源對於希望揭開編程神秘面紗、促進技術學習的包容性以及重新構想二十一世紀教室中軟體素養角色的教師來說是必不可少的。
作者簡介
Dr. Daniel Plate, a preeminent scholar in the field of educational technology, focuses his research and pedagogy on the integration of generative artificial intelligence in pedagogical methodologies. Educated with a Bachelor of Arts in English and Philosophy from Taylor University, a Master of Fine Arts in Creative Writing from the University of Arkansas, and a Ph.D. in Literature from Washington University in St. Louis, Plate presently serves as a faculty member at Lindenwood University. There, he instructs courses in creative writing, literature, and composition. Beyond his contributions to poetry, he has co-authored numerous case studies that explore the nuanced applications of AI in classroom settings. These scholarly works not only contribute to the existing body of literature but also offer practical insights for educators interested in leveraging generative AI to enrich the learning experience. Plate's scholarly endeavors straddle the intersection of technology and pedagogy; he divides his professional time between developing code to augment teaching methods and conducting empirical research to better understand the symbiotic relationship between AI and innovative pedagogy. A prolific author in the field of AI in education, his latest publication is Generative AI in the English Composition Classroom: Practical and Adaptable Strategies (2024).
Dr. James Hutson specializes in multidisciplinary research that encompasses artificial intelligence, neurohumanities, neurodiversity, immersive realities, and the gamification of education. Earning a Bachelor of Arts in Art from the University of Tulsa, a Master of Arts in Art History from Southern Methodist University, and a Ph.D. in Art History from the University of Maryland, College Park, he later acquired additional Master's degrees in Leadership and Game Design from Lindenwood University and additional PhD in Artificial Intelligence at Capitol Technology University (2023). Over the span of his academic career since 2006, Hutson has held various pedagogical and administrative positions across five universities, including Chair of Art History, Assistant Dean of Graduate and Online Programs, and most recently, Lead XR Disruptor and Department Head of Art History, AI, and Visual Culture. Notably, his scholarly portfolio includes several books on the application of artificial intelligence in education and cultural heritage, such as Creative Convergence: The AI Renaissance in Art and Design (2024), as well as numerous articles and case studies.
作者簡介(中文翻譯)
丹尼爾·普萊特博士是教育科技領域的傑出學者，專注於生成式人工智慧在教學方法中的整合。他擁有泰勒大學的英語與哲學文學士學位、阿肯色大學的創意寫作美術碩士學位，以及聖路易華盛頓大學的文學博士學位，目前在林登伍德大學擔任教職。在那裡，他教授創意寫作、文學和寫作課程。除了對詩歌的貢獻外，他還共同撰寫了多篇案例研究，探討人工智慧在課堂環境中的細微應用。這些學術作品不僅豐富了現有文獻，還為有興趣利用生成式人工智慧來提升學習體驗的教育工作者提供了實用見解。普萊特的學術努力跨越了科技與教學法的交集；他將專業時間分配在開發增強教學方法的程式碼和進行實證研究，以更好地理解人工智慧與創新教學法之間的共生關係。作為教育領域中人工智慧的多產作者，他最新的出版物是《英語寫作課堂中的生成式人工智慧：實用且可調整的策略》（2024）。
詹姆斯·哈特森博士專注於涵蓋人工智慧、神經人文學、神經多樣性、沉浸式現實和教育遊戲化的多學科研究。他在塔爾薩大學獲得藝術文學士學位，在南方衛理公會大學獲得藝術史碩士學位，並在馬里蘭大學帕克分校獲得藝術史博士學位，之後又在林登伍德大學獲得領導力和遊戲設計的碩士學位，並於2023年在國會科技大學獲得人工智慧的博士學位。在自2006年以來的學術生涯中，哈特森在五所大學擔任過多個教學和行政職位，包括藝術史系主任、研究生及線上課程助理院長，以及最近的XR首席顛覆者和藝術史、人工智慧與視覺文化系主任。值得注意的是，他的學術作品包括幾本關於人工智慧在教育和文化遺產應用的書籍，如《創意融合：藝術與設計中的人工智慧文藝復興》（2024），以及多篇文章和案例研究。
