The roles of AI and educational leaders in AI-assisted administrative decision-making: a proposed framework for symbiotic collaboration

Ruixun Dai, Matthew Krehl Edward Thomas, Shaun Rawolle
{"title":"The roles of AI and educational leaders in AI-assisted administrative decision-making: a proposed framework for symbiotic collaboration","authors":"Ruixun Dai, Matthew Krehl Edward Thomas, Shaun Rawolle","doi":"10.1007/s13384-024-00771-8","DOIUrl":null,"url":null,"abstract":"<p>Education has always been in a state of flux because of technological disruption. As schools head towards a present in which digital technology is normalised as part of the fabric of everyday society, a post-digital paradigm, Artificial Intelligence (AI) is changing the educational administration and leadership. It is crucial to find ways to coexist with AI while striving for a human-centric future. While numerous studies advocate for a collaborative synergy between AI and human leaders in educational governance, there is a gap in explicating the precise roles they undertake. This paper aims to address the void by providing a conceptual framework for the symbiotic roles of AI and educational leaders in the administrative decision-making process. This paper views administrative decision-making in schools as a political process involving negotiations among administrators, teachers, students, and parents. Within the framework, AI shoulders informational roles such as collecting and analysing data with its data analysis capability. Conversely, educational leaders are tasked with establishing the vision, disseminating information, managing conflicts, identifying new opportunities, negotiating and allocating decision-making authority to stakeholders. Moreover, educational leaders should encourage and supervise the implementation of AI in schools. The framework serves as a theoretical lens for prospective studies of AI impacts on education leadership and administration and bears practical implications for the preparation of future school leaders, contributing to the creation of a scenario where AI augments, rather than replaces educational leadership.</p>","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Australian Educational Researcher","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13384-024-00771-8","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

Education has always been in a state of flux because of technological disruption. As schools head towards a present in which digital technology is normalised as part of the fabric of everyday society, a post-digital paradigm, Artificial Intelligence (AI) is changing the educational administration and leadership. It is crucial to find ways to coexist with AI while striving for a human-centric future. While numerous studies advocate for a collaborative synergy between AI and human leaders in educational governance, there is a gap in explicating the precise roles they undertake. This paper aims to address the void by providing a conceptual framework for the symbiotic roles of AI and educational leaders in the administrative decision-making process. This paper views administrative decision-making in schools as a political process involving negotiations among administrators, teachers, students, and parents. Within the framework, AI shoulders informational roles such as collecting and analysing data with its data analysis capability. Conversely, educational leaders are tasked with establishing the vision, disseminating information, managing conflicts, identifying new opportunities, negotiating and allocating decision-making authority to stakeholders. Moreover, educational leaders should encourage and supervise the implementation of AI in schools. The framework serves as a theoretical lens for prospective studies of AI impacts on education leadership and administration and bears practical implications for the preparation of future school leaders, contributing to the creation of a scenario where AI augments, rather than replaces educational leadership.

Abstract Image

人工智能和教育领导者在人工智能辅助行政决策中的作用:共生合作的拟议框架
由于技术的颠覆,教育一直处于变化之中。随着学校走向数字技术成为日常社会结构的一部分,即后数字范式,人工智能(AI)正在改变教育管理和领导。在努力实现以人为本的未来的同时,找到与人工智能共存的方法至关重要。虽然许多研究都主张人工智能与人类领导者在教育管理中发挥协同增效作用,但在阐释他们所承担的确切角色方面还存在差距。本文旨在为人工智能和教育领导者在行政决策过程中的共生作用提供一个概念框架,从而填补这一空白。本文将学校的行政决策视为一个政治过程,涉及行政人员、教师、学生和家长之间的协商。在这一框架内,人工智能肩负着信息角色,如利用其数据分析能力收集和分析数据。反之,教育领导者的任务则是确立愿景、传播信息、管理冲突、发现新机遇、进行谈判并将决策权分配给利益相关者。此外,教育领导者还应鼓励和监督学校实施人工智能。该框架为未来研究人工智能对教育领导和管理的影响提供了一个理论视角,对培养未来的学校领导者具有实际意义,有助于创造一种人工智能增强而非取代教育领导的情景。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信