Constructionism and AI: A history and possible futures

Kahn, Ken; Winters, Niall

doi:10.1111/bjet.13088

Cited by 43 publications

(21 citation statements)

References 21 publications

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“…The integration of AI in education can be traced back to the 1970s (Kahn & Winters, 2021). Several recent studies have proposed fundamental concepts for AI literacy.…”

Section: Ai Pedagogical Frameworkmentioning

confidence: 99%

Designing a novel teaching platform for AI: A case study in a Thai school context

Aung

Sanium

Songsaksuppachok

et al. 2022

Computer Assisted Learning

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Background: Artificial intelligence (AI) has gained increasing popularity in human society, and it is important to educate people about this emerging technology. Many countries have adopted school curricula to incorporate AI into their classrooms.However, developing tools for discovering AI concepts remains challenging. There are few studies on AI education tools, particularly in Thailand.Objectives: This study designs AIThaiGen, a web-based learning platform for junior high school students that introduces AI concepts. It can communicate with remote hardware stations, allowing students to test their AI models in real-world scenarios.Methods: A total of 106 students in 7th and 8th grade in Thailand participated, and a single-group pre-test-post-test research design was employed in this study. Prepost-tests on the basic concepts of AI and the students' attitude questionnaire on AIThaiGen were used to collect and analyse data. Results and Conclusions:The results show that there is a significant improvement (p < 0.001) in the pre-post-tests on the basic concepts of AI, and the overall result of the students' attitude questionnaire on AIThaiGen is X ¼ 3:88, indicating positive outlooks. Furthermore, notable student projects are showcased, highlighting their ability to initiate new ideas for solving real problems after studying with AIThaiGen.

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“…The integration of AI in education can be traced back to the 1970s (Kahn & Winters, 2021). Several recent studies have proposed fundamental concepts for AI literacy.…”

Section: Ai Pedagogical Frameworkmentioning

confidence: 99%

Designing a novel teaching platform for AI: A case study in a Thai school context

Aung

Sanium

Songsaksuppachok

et al. 2022

Computer Assisted Learning

View full text Add to dashboard Cite

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“…The activity is so varied, so discovery-rich, that even on the first day of programming, the student may do something that is new and exciting to the teacher. (p. 79) For a long time, LOGO has been regarded as an exemplary computerenabled learning programme that embodies constructivist principles (Kahn & Winters 2021). Its key design feature is that it allows the learner to programme the actions of the computer world and not vice versa.…”

Section: Constructivismmentioning

confidence: 99%

Computers and care? How can ICT integration help to build supportive PLC in ITE?

Agherdien¹

2022

Innovations in Online Teaching and Learning: Case Studies of Teacher Educators From South Africa During the COVID-19 Era

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The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.

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“…The knowledge construction theory emphasizes the initiative of learners and notes that learning is the process by which learners generate meaning and construct understanding, based on their original knowledge and experience, and that this process is often formed in an innovative teaching and social cultural interaction (Kahn & Winters, 2021). A teacher's AI education application ability, based on the knowledge construction theory, lies in the teacher's participation in the school's AI education application practice of crossdisciplinary (Tan et al, 2021;Tang et al, 2021).…”

Section: The Theory Of Knowledge Constructionmentioning

confidence: 99%

“…From learners' demands and professional learning, Ouyang and Jiao (2021) propose AI-directed, AI-supported, and AIempowered paradigms for AIEd. Kahn and Winters (2021) offer that an ideal future involves a synthesis of these two schools of AI. Students not only can choose between computational building blocks that are symbolic or neural but also can use a current topic hybrid of AI research.…”

Section: The Theory Of Knowledge Constructionmentioning

confidence: 99%

The level of perceived efficacy from teachers to access AI-based teaching applications

Chou¹,

Shen²,

Shen³

et al. 2022

RPTEL

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The purpose of this study is to develop the ‘Teachers’ Efficacy Perceptions of the AI-based Teaching Applications (TEP-AITA) scale’ and to describe the analysis of the background variables and the differences between six factors in the application of an Artificial Intelligence (AI) teaching efficacy perceptions questionnaire. In total, 714 vocational senior high school teachers participated in random and cluster sampling in Taiwan. The results showed that the internal consistency reliability of the measure was .988 and that the reliability of the six subscales was .975, .971, .981, .976, .972, and .967. The results found that TEP-AITA scale included ‘Resource support’, ‘Innovative teaching’, ‘Cross-disciplinary’, ‘Professional learning’, ‘Learner demand’, and ‘Self-reflection’. ‘Cross-disciplinary’ and ‘Learner demand’ were highly rated, while ’Resource support’ was low. This study analyzed the differences in the perceived efficacy for AI-based teaching applications among teachers according to their background variables, such as their gender, current position, school attributes, teachers’ seniority, and application AI teaching experience. The research results on teacher background factors and the six factors of the TEP-AITA scale could be provided to education units for the active promotion of AI information technology teaching and training.

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Constructionism and AI: A history and possible futures

Abstract: This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

Cited by 43 publications

References 21 publications

Designing a novel teaching platform for AI: A case study in a Thai school context

Designing a novel teaching platform for AI: A case study in a Thai school context

Computers and care? How can ICT integration help to build supportive PLC in ITE?

The level of perceived efficacy from teachers to access AI-based teaching applications

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