Evidence Library – Open Development & Education - Custom feed
Evidence Library – Open Development & Education
https://docs.opendeved.net/lib/
2024-03-28T11:01:46.859197+00:00
https://docs.opendeved.net/lib/atom.xml?creator=%22Crompton,+Helen%22
Kerko
Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape
https://docs.opendeved.net/lib/YEY3L2MR
2023-03-15T16:59:16Z
2024-01-02T14:07:06Z
While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.
Bozkurt, Aras
Xiao, Junhong
Lambert, Sarah
Pazurek, Angelica
Crompton, Helen
Koseoglu, Suzan
Farrow, Robert
Bond, Melissa
Nerantzi, Chrissi
Honeychurch, Sarah
Bali, Maha
Dron, Jon
Mir, Kamran
Stewart, Bonnie
Costello, Eamon
Mason, Jon
Stracke, Christian M.
Romero-Hall, Enilda
Koutropoulos, Apostolos
Toquero, Cathy Mae
Singh, Lenandlar
Tlili, Ahmed
Lee, Kyungmee
Nichols, Mark
Ossiannilsson, Ebba
Brown, Mark
Irvine, Valerie
Raffaghelli, Juliana Elisa
Santos-Hermosa, Gema
Farrell, Orna
Adam, Taskeen
Thong, Ying Li
Sani-Bozkurt, Sunagul
Sharma, Ramesh C.
Hrastinski, Stefan
Jandrić, Petar
2023-03-11
1347-9008
en
Copyright (c) 2023 Asian Journal of Distance Education
Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape
Critical mobile pedagogy: cases of digital technologies and learners at the margins
https://docs.opendeved.net/lib/FSM3MSWC
2022-04-01T18:17:28Z
2022-04-01T18:17:28Z
Critical Mobile Pedagogy is an exploration of mobile technologies for designing and delivering equitable and empowering education around the globe. Synthesizing a diverse range of projects and conceptual frameworks, this case-based collection addresses the ambitions, assumptions, and impacts of interventions in under-researched, often disadvantaged communities. The editors and authors provide a nuanced and culturally responsive approach to showcasing: indigenous, nomadic, refugee, rural, and other marginalized communities emerging pedagogies such as curation, open resources, massive open online courses (MOOCs), and self-directed learning contextual factors, including pedagogy, ethics, scaling, research methodology and culture, and consequences of innocuous or harmful implementation and deployment the nature of participation by global capital, multinationals, education systems, international agencies, national governments, and telecoms companies. Scholars, academics, policymakers, and program managers are increasingly using mobile technologies to support disadvantaged or disempowered communities in learning more effectively and appropriately. This book's diverse research precedents will help these and other stakeholders meet the challenges and opportunities of our complex, increasingly connected world and work with greater cultural and ethical sensitivity at the intersection of education, research, and technology.
Traxler, John
Crompton, Helen
2021
978-0-367-20455-6 978-0-367-20457-0
English
Critical mobile pedagogy: cases of digital technologies and learners at the margins
Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review [JRTE]
https://docs.opendeved.net/lib/YQAWM35J
2021-06-13T18:11:19Z
2022-04-21T20:01:36Z
Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.
Crompton, Helen
Burke, Diane
Jordan, Katy
Wilson, Samuel
April 6, 2021
https://doi.org/10.1080/15391523.2021.1899877
1539-1523
Support provided for K-12 teachers teaching remotely with technology during emergencies: A systematic review [JRTE]
Learning with technology during emergencies: A systematic review of K-12 education [BJET]
https://docs.opendeved.net/lib/MHS39TU3
2021-06-13T18:11:19Z
2022-04-12T21:43:45Z
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
Crompton, Helen
Burke, Diane
Jordan, Katy
Wilson, Samuel W. G.
2021
https://doi.org/10.1111/bjet.13114
1467-8535
en
© 2021 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association
Learning with technology during emergencies: A systematic review of K-12 education [BJET]