Journal of Research on Technology in Education最新文献

{"title":"Affordances and constraints of the teacher-to-teacher online marketplace of ideas: understanding early career elementary teachers’ perceptions","authors":"Rachelle Curcio, Stephanie Schroeder, L. Lundgren","doi":"10.1080/15391523.2022.2163939","DOIUrl":"https://doi.org/10.1080/15391523.2022.2163939","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42565009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational robotics and STEM in primary education: a review and a meta-analysis","authors":"Theodosios Sapounidis, Sokratis Tselegkaridis, D. Stamovlasis","doi":"10.1080/15391523.2022.2160394","DOIUrl":"https://doi.org/10.1080/15391523.2022.2160394","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42450658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The mediating effects of engagement on the relationship between perceived digital inquiry and creativity","authors":"Xiaojing Weng, Thomas K. F. Chiu","doi":"10.1080/15391523.2022.2160392","DOIUrl":"https://doi.org/10.1080/15391523.2022.2160392","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44124004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reciprocal issues of artificial and human intelligence in education","authors":"Dirk Ifenthaler, Clara Schumacher","doi":"10.1080/15391523.2022.2154511","DOIUrl":"https://doi.org/10.1080/15391523.2022.2154511","url":null,"abstract":"With the emerging opportunities of artificial intelligence (AI), learning and teaching may be supported in situ and in real time for more efficient and valid solutions. Hence, AI has the potential to further revolutionize the integration of human and artificial intelligence and impact human and machine collaboration in learning and teaching (De Laat et al., 2020). The discourse around the utilization of AI in education shifted from being narrowly focused on automation-based tasks to augmentation of human capabilities linked to learning and teaching (Chatti et al., 2020). In this regard, in reciprocal interaction, tasks can be distributed between humans and the AI (Molenaar, 2022). As such, AI systems can analyze large datasets, including unstructured data, in real time, and can detect patterns or structures that can be used for intelligent human decision making in learning and teaching situations (Ifenthaler, 2015). For instance, recommender systems are designed to support learners in areas where the amount of data exceeds the individual’s abilities to process it and provide them with the most relevant, interesting, or useful artifacts (Verbert et al., 2012). Conventional methods, such as collaborative filtering or content-based recommender systems, assume that learners with similar preferences would favor the same things (Hemmler et al., 2022). Examples of successful adaptation include finding relevant learning content (Deschênes, 2020), entire courses (Guruge et al., 2021), or the optimal sequence of learning content and activities (Kerres & Buntins, 2020). Due to the remaining challenges of implementing meaningful AI in educational contexts, especially for more sophisticated tasks, the reciprocal collaboration of humans and AI might be a suitable approach for enhancing the capacities of both (Baker, 2016). However, understanding how AI, as a stakeholder among humans, selects and acquires data in the process of learning and knowledge creation, learns to process and forget information, and learns to share knowledge with collaborators is yet to be empirically investigated. This special issue brings together scholarly research and theory focusing on contemporary issues related to artificial and human intelligence in education and how they support students in educational settings. The contributions provide insights into how educational practice in various contexts can be augmented between AI and human stakeholders. Accordingly, this rich collection of articles critically reflects on the reciprocal issues of artificial and human intelligence in education.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"55 1","pages":"1 - 6"},"PeriodicalIF":5.1,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44213952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Embodied learning for computational thinking in early primary education","authors":"Kyungbin Kwon, Min-Kyung Jeon, Chen Zhou, Keunjae Kim, T. Brush","doi":"10.1080/15391523.2022.2158146","DOIUrl":"https://doi.org/10.1080/15391523.2022.2158146","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46462647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preservice teachers’ TPACK learning trajectories in an online educational technology course","authors":"I. Lyublinskaya, Xiaoxue Du","doi":"10.1080/15391523.2022.2160393","DOIUrl":"https://doi.org/10.1080/15391523.2022.2160393","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47300322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a comic book to engage students in a cryptology and cybersecurity curriculum","authors":"Christine Wusylko, Zhen Xu, K. Dawson, Pavlo D. Antonenko, Do Hyong (Ryan) Koh, Minyoung Lee, A. Benedict, S. Bhunia","doi":"10.1080/15391523.2022.2150726","DOIUrl":"https://doi.org/10.1080/15391523.2022.2150726","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47167843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of conversational AI in language education: focusing on the collaboration with human teachers","authors":"Hyangeun Ji, Insook Han, Yujung Ko","doi":"10.1080/15391523.2022.2142873","DOIUrl":"https://doi.org/10.1080/15391523.2022.2142873","url":null,"abstract":"Abstract Despite the increasing use of conversational artificial intelligence (AI) in language learning, few studies explored how to develop collaborative partnership between AIs and humans. This systematic review examines empirical evidence of human-computer collaboration from 24 studies conducted in an AI-integrated language learning environment and published between 2015 and 2021. The roles of conversational AIs and teachers in each language learning phase with challenges of and suggestions for conversational AI-integrated language learning were identified. Although limited evidence for collaboration between conversational AIs and human teachers was found, future language education should integrate conversational AIs to promote intelligence amplification and decrease human teachers’ workload through classroom orchestration. The study concludes with guidelines and recommendations for teachers and AI researchers.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"55 1","pages":"48 - 63"},"PeriodicalIF":5.1,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42512262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Affinity and anonymity benefitting early career teachers in the r/teachers subreddit","authors":"Hunhui Na, K. B. Staudt Willet","doi":"10.1080/15391523.2022.2150727","DOIUrl":"https://doi.org/10.1080/15391523.2022.2150727","url":null,"abstract":"","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":" ","pages":""},"PeriodicalIF":5.1,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42455844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What would the matrix do?: a systematic review of K-12 AI learning contexts and learner-interface interactions","authors":"R. Moore, Shiyan Jiang, Brian Abramowitz","doi":"10.1080/15391523.2022.2148785","DOIUrl":"https://doi.org/10.1080/15391523.2022.2148785","url":null,"abstract":"Abstract This systematic review examines the empirical literature published between 2014 and 2021 that situates artificial intelligence within K-12 educational contexts. Our review synthesizes 12 articles and highlights artificial intelligence’s instructional contexts and applications in K-12 learning environments. We focused our synthesis on the learning contexts and the learner-interface interactions. Our findings highlight that most of intelligent systems are being deployed in math or informal settings. Also, there are opportunities for more collaboration to facilitate teaching and learning in domain-specific areas. Additionally, researchers can explore how to implement more collaborative learning opportunities between intelligent tutors and learners. We conclude with a discussion of the reciprocal nature of this technology integration.","PeriodicalId":47444,"journal":{"name":"Journal of Research on Technology in Education","volume":"55 1","pages":"7 - 20"},"PeriodicalIF":5.1,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45821384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}