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Description
This volume illuminates the transformative potential of Artificial Intelligence (AI) in shaping the future of learning, particularly in terms of advancing quality and inclusion across educational settings. It explores the diverse ways AI technologies can be harnessed to enhance pedagogical practices, enrich learning experiences, improve educational outcomes, widen access to quality knowledge sources, and empower minds for all. It thereby aligns with the broader objectives of promoting education quality and inclusion for all as outlined in the United Nations' SDG4 - Education 2030 agenda. This book combines multidisciplinary perspectives, offering a comprehensive view on AI in Education (AIED) practices geared towards quality and inclusion. Through a curated collection of evidence-based research, the volume offers pragmatic insights into the intricate AIED nexus.
Part I. Overview and Global Perspectives.- Chapter 1. Innovative Approaches: Advances in Artificial Intelligence in Education.- Chapter 2. A Desk Review of Generative AI in K-12 Education: Current State of Knowledge and Global Integration Approaches.- Chapter 3. Beyond the Basics: Unravelling AI Education Policies and Practices in Asia-Pacific.- Part II. Teacher Preparation and Professional Development.- Chapter 4. Teachers' AI Competency: Reflecting TPACK Implications for Quality and Inclusion.- E-TPCK: Teachers developing knowledge of Artificial Intelligence through quality engagement.- Chapter 6. Australian initial teacher educators perspectives on artificial intelligence.- Chapter 7. Who Is Guiding This Ship?: Disciplinary Professional Organisations Guidance for Teachers Using Generative Artificial Intelligence to Develop Culturally Responsive Materials.- Chapter 8. Enchanting Learning: Generative AI and Fairy Tale Interpretations in Teacher Education.- Chapter 9. Teacher-led innovations with generative AI: A case study of Australian teachers.- Part III. Age-Appropriate AI Education and Curricula.- Chapter 10. Building Foundations: AI literacy for young children.- Chapter 11. AI curricula in primary and early childhood education: A cross country analysis of implementation.- Chapter 12. Develop an Artificial Intelligence (AI) Literacy program for Lower Primary School Students in the AI Era: Suggestions for Primary School Teachers.- Chapter 13. Computational Thinking in Engineering Design (CTED): An Inclusive Teaching and Learning Framework for Early Childhood STEAM Education in the Industrial 4.0 Era.- Chapter 14. Concealing Machine Learning Concepts from K-12 Students.- Part IV. AI-Enhanced Pedagogy and Subject-Specific Applications.- Chapter 15. Signature pedagogies for AI: Exploring Multidisciplinary Case Studies and Pedagogical Implications.- Chapter 16. AI Literacy and Differentiated Learning in Programming among Lower Secondary School Students Interacting with LLMs.- Chapter 17.- Using Chatbots to empower mathematics learning.- Chapter 18. Leveraging Artificial Intelligence in Education: A Pathway to Enhanced Teaching and Learning in Schools.- Chapter 19. EFL Students' Attitudes and Contradictions in a Machine-in-the-loop Writing Activity System.- Part V. AI-Driven Learning Platforms and Assessment.- Chapter 20. Scaffolding problem solving: An AI approach.- Chapter 21. Reverse Engineering Lesson Planning using AI with Novice Pre-service Teachers.- Chapter 22. Reconceptualising Higher Education Learning and Assessment in the Era of AI: New Approaches, New Capabilities.- Chapter 23. Collaborative Natural Language Processing for Automatic Scoring of Open-ended Questions in Science Education.- Part VI. Equity, Inclusion, and Social Considerations.- Chapter 24. Transformation of communication in school environments through the application of generative AI on an informed basis.- Chapter 25. Enhancing Digital Learning Capabilities in the Context of Generative AI in Rural Communities: Empowerment through Learning Support in a Japanese Island Setting Using the Capability-Driven Digital Education Framework.- Chapter 26. Exploring the potential of AI in nurturing learner empathy, pro-social values and environmental stewardship.- Chapter 27. Understanding the Double-Edged Sword: Student Perspectives on Generative AI and Gender Inclusion in Primary and Secondary Schools (Preparatory- Year 11).- Chapter 28. Evaluation of ChatGPT's Role in Personalised Learning within the Universal Design for Learning Framework.- Chapter 29. Teachers perspective on AI-based Multi-Agent Simulation Design to Combat School Bullying.- Chapter 30. Integrating Generative AI with digital learning tools for inclusive education.- Part VII. Current and Future Directions.- Chapter 31. Current and Future Direction of AI
Dr Tianchong Wang is a Senior Lecturer in STEM in Innovative Education Futures at Flinders University's College of Education, Psychology and Social Work. He holds an EdD from the Chinese University of Hong Kong, an MSc from the University of Hong Kong, and a BA from Hong Kong Baptist University, along with various ICT qualifications. His work centres on technology-enhanced learning and teaching, with a particular focus on Artificial Intelligence (AI) in Education. Tianchong is an Associate Editor for Education and Information Technologies, a Q1 SSCI journal. He developed and taught Hong Kong s first master-level course on AI in Education at the University of Hong Kong in 2020. An advocate for the UN's SDG4, Tianchong s research aims to enhance education equity, quality, and inclusiveness, foster positive change in learning environments, and empower educators and learners in underprivileged communities. He actively engages with international and regional stakeholders such as UNESCO, The World Bank Group, and The Commonwealth of Learning in various capacities. In 2016, Tianchong co-developed UNESCO's framework for quality blended learning adoption and contributed to large-scale development projects addressing urban rural disparities in STEM education quality in developing Asia. He also authored UNESCO s reports on transforming teaching and learning with new digital technologies in 2022, and served as Consultant and Chief Rapporteur for UNESCO s roundtable on generative AI and education in Asia Pacific in 2023, and recently worked as an international expert for UNESCO s Fostering STEM Education in Africa and Small Island Developing States (SIDS) initiative. Tianchong is committed to empowering girls in STEM and is co-CI of the 2023 Google Award for Inclusion Research, promoting female inclusion in generative AI in K-12 schools in Australia. Besides research, he conducts teacher capacity-building activities in the Global South. His media commentaries on AI in education have been featured in international higher education platforms and national media outlets, contributing to public understanding of this fascinating field.
Professor Therese Keane has been a champion for empowering girls in STEM for over 30 years. Currently she is the Associate Dean of Research and Industry Engagement, and Professor of STEM Education at La Trobe University s School of Education in Melbourne Australia. Her passion and many achievements have been acknowledged by her peers in her receiving numerous international, national and state awards. She has worked in a variety of school settings where she has taught IT and lead in K-12 education as the Director of ICT. Her Doctorate in Education focused on ICT Leadership in schools. Therese s research and expertise lie at the intersection of ICT issues related to children, young people, teachers, parents, principals, ICT education, educational technologies, technological innovations, and gender in computing. Her work is interdisciplinary and theoretically robust but at its core is a concern with how various educational settings (early education, primary and secondary schools) and their stakeholders learn, use and teach with and about breakthrough technologies alongside new innovations, as well as the way it is negotiated, integrated and even, at times, resisted. In pursuing these research interests, she continues to investigate several diverse avenues for research such as educational, humanoid, social robots; AI; computational thinking; computing
