| TÃtulo : |
Artificial Intelligence and Inclusive Education : Speculative Futures and Emerging Practices |
| Tipo de documento: |
documento electrónico |
| Autores: |
Knox, Jeremy, ; Wang, Yuchen, ; Gallagher, Michael, |
| Mención de edición: |
1 ed. |
| Editorial: |
Singapore [Malasia] : Springer |
| Fecha de publicación: |
2019 |
| Número de páginas: |
XIII, 206 p. 18 ilustraciones, 13 ilustraciones en color. |
| ISBN/ISSN/DL: |
978-981-1381614-- |
| Nota general: |
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. |
| Idioma : |
Inglés (eng) |
| Palabras clave: |
Tecnologia Educacional Aprendizaje PsicologÃa de Educación Digital y TecnologÃa Educativa Computadoras y Educación PsicologÃa Instruccional |
| Clasificación: |
371.33 |
| Resumen: |
Este libro reúne los campos de la inteligencia artificial (a menudo conocida como IA) y la educación inclusiva para especular sobre el futuro de la enseñanza y el aprendizaje en contextos educativos sociales, culturales, emocionales y lingüÃsticos cada vez más diversos. Este libro aborda una necesidad apremiante de comprender cómo las prácticas educativas futuras pueden promover la equidad y la igualdad, y al mismo tiempo adoptar sistemas de IA orientados a la automatización, la estandarización y la eficiencia. Las contribuciones de este volumen editado atraen a académicos y estudiantes interesados ​​en formar una comprensión crÃtica del desarrollo de la IA para la educación, asà como a un interés en cómo las tecnologÃas futuras podrÃan moldear los procesos de educación inclusiva. Basado en el compromiso teórico, estableciendo desafÃos clave para la práctica futura y esbozando las últimas investigaciones, este libro ofrece una visión general completa de las complejas cuestiones que surgen de la convergencia de las tecnologÃas de IA y la necesidad de desarrollar una enseñanza y un aprendizaje inclusivos. Hasta la fecha, ha habido poca asociación directa entre la investigación y la práctica en estos ámbitos: la IA ha sido un campo predominantemente técnico de investigación y desarrollo, y aunque los sistemas informáticos inteligentes y el software "inteligente" se están aplicando cada vez más en muchas áreas de la industria, la economÃa, la vida social y la educación misma, parece faltar un compromiso especÃfico con la agenda de inclusión. Aunque esta tecnologÃa ofrece interesantes posibilidades para la educación, incluido el software diseñado para "personalizar" el aprendizaje o adaptarse a los comportamientos de los alumnos, estos avances van acompañados de crecientes preocupaciones sobre los sesgos inherentes a las técnicas de aprendizaje automático impulsadas por "grandes datos". |
| Nota de contenido: |
1. Introduction -- Part 1: Theorising A.I. for Inclusive Education -- 2. AI, Human Evolution, and the Speed of Learning -- 3. (Post)Humanisim and Technological In/Exclusions -- 4. We Shape Our Algorithms; Thereafter They Shape Us -- Part 2: Challenges for A.I. and Inclusion -- 5. Towards Inclusive Education in the Age of Artificial Intelligence: Perspectives, Challenges and Opportunities -- 6. The Curriculum of Artificial Intelligence and the Curriculum of (Human) Tradition: Accumulated Advantages, 5G Networks, and Inclusion -- 7. A Solution for Inclusion? Chinese Teachers' Perceptions of Artificial Intelligence -- 8. Inclusive Education for Students with Chronic Illness - Technological Challenges and Opportunities -- Part 3: ('Artificial') Pedagogical Relationships -- 9. AI and Education: The Importance of Teacher and Student Relations -- 10. A Communication Model of Human-Robot Trust Development for Inclusive Education -- 11. The Consequences of Breakdowns in Children's Interactions with a Robotic Tutor -- Part 4: Emerging Practices -- 12. An Evaluation of the Effectiveness of Using Pedagogical Agents and Life Coaches for Teaching in Inclusive Ways -- 13. AIED Meets Inclusive Educational Technology - the Technical State-of-Art and Possible Directions -- 14. Inclusive Vocational Education Supported by A.I. -- 15. A.I. Influences on Practical Pretending, Escapism and Role Playing through Simulations in the Classroom. |
| Tipo de medio : |
Computadora |
| Summary : |
This book brings together the fields of artificial intelligence (often known as A.I.) and inclusive education in order to speculate on the future of teaching and learning in increasingly diverse social, cultural, emotional, and linguistic educational contexts. This book addresses a pressing need to understand how future educational practices can promote equity and equality, while at the same time adopting A.I. systems that are oriented towards automation, standardisation and efficiency. The contributions in this edited volume appeal to scholars and students with an interest in forming a critical understanding of the development of A.I. for education, as well as an interest in how the processes of inclusive education might be shaped by future technologies. Grounded in theoretical engagement, establishing key challenges for future practice, and outlining the latest research, this book offers a comprehensive overview of the complex issues arising from the convergence of A.I. technologiesand the necessity of developing inclusive teaching and learning. To date, there has been little in the way of direct association between research and practice in these domains: A.I. has been a predominantly technical field of research and development, and while intelligent computer systems and 'smart' software are being increasingly applied in many areas of industry, economics, social life, and education itself, a specific engagement with the agenda of inclusion appears lacking. Although such technology offers exciting possibilities for education, including software that is designed to 'personalise' learning or adapt to learner behaviours, these developments are accompanied by growing concerns about the in-built biases involved in machine learning techniques driven by 'big data'. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
Artificial Intelligence and Inclusive Education : Speculative Futures and Emerging Practices [documento electrónico] / Knox, Jeremy, ; Wang, Yuchen, ; Gallagher, Michael, . - 1 ed. . - Singapore [Malasia] : Springer, 2019 . - XIII, 206 p. 18 ilustraciones, 13 ilustraciones en color. ISBN : 978-981-1381614-- Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés ( eng)
| Palabras clave: |
Tecnologia Educacional Aprendizaje PsicologÃa de Educación Digital y TecnologÃa Educativa Computadoras y Educación PsicologÃa Instruccional |
| Clasificación: |
371.33 |
| Resumen: |
Este libro reúne los campos de la inteligencia artificial (a menudo conocida como IA) y la educación inclusiva para especular sobre el futuro de la enseñanza y el aprendizaje en contextos educativos sociales, culturales, emocionales y lingüÃsticos cada vez más diversos. Este libro aborda una necesidad apremiante de comprender cómo las prácticas educativas futuras pueden promover la equidad y la igualdad, y al mismo tiempo adoptar sistemas de IA orientados a la automatización, la estandarización y la eficiencia. Las contribuciones de este volumen editado atraen a académicos y estudiantes interesados ​​en formar una comprensión crÃtica del desarrollo de la IA para la educación, asà como a un interés en cómo las tecnologÃas futuras podrÃan moldear los procesos de educación inclusiva. Basado en el compromiso teórico, estableciendo desafÃos clave para la práctica futura y esbozando las últimas investigaciones, este libro ofrece una visión general completa de las complejas cuestiones que surgen de la convergencia de las tecnologÃas de IA y la necesidad de desarrollar una enseñanza y un aprendizaje inclusivos. Hasta la fecha, ha habido poca asociación directa entre la investigación y la práctica en estos ámbitos: la IA ha sido un campo predominantemente técnico de investigación y desarrollo, y aunque los sistemas informáticos inteligentes y el software "inteligente" se están aplicando cada vez más en muchas áreas de la industria, la economÃa, la vida social y la educación misma, parece faltar un compromiso especÃfico con la agenda de inclusión. Aunque esta tecnologÃa ofrece interesantes posibilidades para la educación, incluido el software diseñado para "personalizar" el aprendizaje o adaptarse a los comportamientos de los alumnos, estos avances van acompañados de crecientes preocupaciones sobre los sesgos inherentes a las técnicas de aprendizaje automático impulsadas por "grandes datos". |
| Nota de contenido: |
1. Introduction -- Part 1: Theorising A.I. for Inclusive Education -- 2. AI, Human Evolution, and the Speed of Learning -- 3. (Post)Humanisim and Technological In/Exclusions -- 4. We Shape Our Algorithms; Thereafter They Shape Us -- Part 2: Challenges for A.I. and Inclusion -- 5. Towards Inclusive Education in the Age of Artificial Intelligence: Perspectives, Challenges and Opportunities -- 6. The Curriculum of Artificial Intelligence and the Curriculum of (Human) Tradition: Accumulated Advantages, 5G Networks, and Inclusion -- 7. A Solution for Inclusion? Chinese Teachers' Perceptions of Artificial Intelligence -- 8. Inclusive Education for Students with Chronic Illness - Technological Challenges and Opportunities -- Part 3: ('Artificial') Pedagogical Relationships -- 9. AI and Education: The Importance of Teacher and Student Relations -- 10. A Communication Model of Human-Robot Trust Development for Inclusive Education -- 11. The Consequences of Breakdowns in Children's Interactions with a Robotic Tutor -- Part 4: Emerging Practices -- 12. An Evaluation of the Effectiveness of Using Pedagogical Agents and Life Coaches for Teaching in Inclusive Ways -- 13. AIED Meets Inclusive Educational Technology - the Technical State-of-Art and Possible Directions -- 14. Inclusive Vocational Education Supported by A.I. -- 15. A.I. Influences on Practical Pretending, Escapism and Role Playing through Simulations in the Classroom. |
| Tipo de medio : |
Computadora |
| Summary : |
This book brings together the fields of artificial intelligence (often known as A.I.) and inclusive education in order to speculate on the future of teaching and learning in increasingly diverse social, cultural, emotional, and linguistic educational contexts. This book addresses a pressing need to understand how future educational practices can promote equity and equality, while at the same time adopting A.I. systems that are oriented towards automation, standardisation and efficiency. The contributions in this edited volume appeal to scholars and students with an interest in forming a critical understanding of the development of A.I. for education, as well as an interest in how the processes of inclusive education might be shaped by future technologies. Grounded in theoretical engagement, establishing key challenges for future practice, and outlining the latest research, this book offers a comprehensive overview of the complex issues arising from the convergence of A.I. technologiesand the necessity of developing inclusive teaching and learning. To date, there has been little in the way of direct association between research and practice in these domains: A.I. has been a predominantly technical field of research and development, and while intelligent computer systems and 'smart' software are being increasingly applied in many areas of industry, economics, social life, and education itself, a specific engagement with the agenda of inclusion appears lacking. Although such technology offers exciting possibilities for education, including software that is designed to 'personalise' learning or adapt to learner behaviours, these developments are accompanied by growing concerns about the in-built biases involved in machine learning techniques driven by 'big data'. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
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