Background: In fact, most schools around the world are not well equipped to have discussions and keep current on the expansion of artificial intelligence (AI) in many aspects of society and economy. They either ignore this conversation, or simply criticize technology, but these resistances are not stopping wide spread of various types of AI projects in schools, mainly driven by corporations, and fueled by incentives that might not match well with long term educational objectives of student success, diversity, equity, and inclusivity.
Objectives:The overall purpose is to address the rising gap between the ultrafast development of AI and the meticulous technological application of education, and to suggest the important bridge of building technological leadership in teacher preparation to get ready for the grow of AI in education.
Methods:The contextual review examines the field of AI development in education through three lenses: conceptual context, practice context, and research context.
Results and Conclusions:The paper provides educators and policy makers an overall background of the phenomenon of AI in education. The study has revealed there is an urgent need for research and development in teacher preparation as well as in the philosophy of technology in education to bridge the gap between AI and education.
PurposeThis current paper attempts to bring more light to the current debate of understanding phenomenological research methods, in order to clarify the interpretive phenomenological inquiry with Heidegger's philosophy of phenomenology.Design/methodology/approachThe paper uniquely presents the three distinctions of Heideggerian thoughts in conducting interpretive phenomenological research: (1) realizing the problem of identity; (2) recognizing the inadequacy of ontology; and (3) interpreting the subject matter through historical critiques.FindingsThe paper also discusses the basis of phenomenological research issues of a priori knowledge, data analysis process and qualitative research issues of validity, reliability, and creditability. In the conclusion and recommendation, this paper suggests six key points to implement a proper research strategy to employ Heideggerian phenomenological inquiry in social science and policymaking research where investigators are dealing with the multiplicity of existing and alternative worldviews.Originality/valueThe paper idea is fresh and adds new knowledge to the field.
Artificial intelligence is outpacing laws, social norms, school curriculum, and the comprehension of most people worldwide, making the high-tech society no longer science fiction. The rapid widespread of numerous AI initiatives in schools, primarily propelled by incentives that could not align well with the long-term educational goals such as social-emotional learning, diversity, equity, and inclusivity. Educators and business leaders play a crucial role in shaping our collective understanding of the landscape and its implications for the future of education and the economy. This empirical study explored the practical understanding of the gap between education and technology in the impending high tech industrial revolution by deep delving into the lived experiences of intellectuals who are currently leading educators and business executives in the United States. The findings on the investigated phenomenon are breaking new ground to bridge the gap between the growth of AI and education.
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