Literature review of the reciprocal value of artificial and human intelligence in early childhood education

Lanna, Lucrezia Crescenzi

doi:10.1080/15391523.2022.2128480

Cited by 8 publications

(1 citation statement)

References 52 publications

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“…is partnership can lead to more e ective teaching and learning experiences, with AI handling routine tasks and providing valuable insights. [68][69][70][71][72][73][74] Lifelong Learning and Upskilling AI in Education 4.0 will play a crucial role in supporting lifelong learning and upskilling initiatives. As the job market evolves, individuals will need continuous learning opportunities, and AI can help tailor educational experiences to specific needs.…”

Section: Trend In Education Description Referencesmentioning

confidence: 99%

Education 4.0 and 5.0: integrating Artificial Intelligence (AI) for personalized and adaptive learning

Rane

2024

Journal of Artificial Intelligence and Robotics

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Section: Trend In Education Description Referencesmentioning

confidence: 99%

Education 4.0 and 5.0: integrating Artificial Intelligence (AI) for personalized and adaptive learning

Rane

2024

Journal of Artificial Intelligence and Robotics

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Exploring the Role, Implementation, and Educational Implications of AI in Early Childhood Education

Voulgari,

Lavidas,

Aravantinos

et al. 2024

Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Track

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Types of teacher-AI collaboration in K-12 classroom instruction: Chinese teachers’ perspective

Kim

2024

Educ Inf Technol

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The advancing power and capabilities of artificial intelligence (AI) have expanded the roles of AI in education and have created the possibility for teachers to collaborate with AI in classroom instruction. However, the potential types of teacher-AI collaboration (TAC) in classroom instruction and the benefits and challenges of implementing TAC are still elusive. This study, therefore, aimed to explore different types of TAC and the potential benefits and obstacles of TAC through Focus Group Interviews with 30 Chinese teachers. The study found that teachers anticipated six types of TAC, which are thematized as One Teach, One Observe; One Teach, One Assist; Co-teaching in Stations; Parallel Teaching in Online and Offline Classes; Differentiated Teaching; and Team Teaching. While teachers highlighted that TAC could support them in instructional design, teaching delivery, teacher professional development, and lowering grading load, they perceived a lack of explicit and consistent curriculum guidance, the dominance of commercial AI in schools, the absence of clear ethical guidelines, and teachers' negative attitude toward AI as obstacles to TAC. These findings enhance our understanding of how TAC could be structured at school levels and direct the implications for future development and practice to support TAC.

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Literature review of the reciprocal value of artificial and human intelligence in early childhood education

Cited by 8 publications

References 52 publications

Education 4.0 and 5.0: integrating Artificial Intelligence (AI) for personalized and adaptive learning

Education 4.0 and 5.0: integrating Artificial Intelligence (AI) for personalized and adaptive learning

Exploring the Role, Implementation, and Educational Implications of AI in Early Childhood Education

Types of teacher-AI collaboration in K-12 classroom instruction: Chinese teachers’ perspective

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