Artificial Intelligence and Inclusive Education : Speculative Futures and Emerging Practices / Jeremy Knox, Yuchen Wang, Michael Gallagher, editors.
Knox, Jeremy.; Wang, Yuchen.; Gallagher, Michael.
2019
LC1200
Available Online

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Title Artificial Intelligence and Inclusive Education : Speculative Futures and Emerging Practices / Jeremy Knox, Yuchen Wang, Michael Gallagher, editors.
ISBN 9789811381614 (electronic book)
9811381615 (electronic book)
9789811381607
Publication Details Singapore : Springer, 2019.
Language English
Description 1 online resource (209 pages).
Item Number 10.1007/978-981-13-8
Call Number LC1200
Dewey Decimal Classification 371.33
Summary This book brings together the fields of artificial intelligence (often known as A.I.) and inclusive education in order to speculate on the future of teaching and learning in increasingly diverse social, cultural, emotional, and linguistic educational contexts. This book addresses a pressing need to understand how future educational practices can promote equity and equality, while at the same time adopting A.I. systems that are oriented towards automation, standardisation and efficiency. The contributions in this edited volume appeal to scholars and students with an interest in forming a critical understanding of the development of A.I. for education, as well as an interest in how the processes of inclusive education might be shaped by future technologies. Grounded in theoretical engagement, establishing key challenges for future practice, and outlining the latest research, this book offers a comprehensive overview of the complex issues arising from the convergence of A.I. technologies and the necessity of developing inclusive teaching and learning. To date, there has been little in the way of direct association between research and practice in these domains: A.I. has been a predominantly technical field of research and development, and while intelligent computer systems and 'smart software are being increasingly applied in many areas of industry, economics, social life, and education itself, a specific engagement with the agenda of inclusion appears lacking. Although such technology offers exciting possibilities for education, including software that is designed to 'personalise learning or adapt to learner behaviours, these developments are accompanied by growing concerns about the in-built biases involved in machine learning techniques driven by 'big data.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Knox, Jeremy.
Wang, Yuchen.
Gallagher, Michael.
Series Perspectives on Rethinking and Reforming Education.
Available in Other Form Artificial Intelligence and Inclusive Education : Speculative Futures and Emerging Practices
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1. Introduction
Part 1: Theorising A.I. for Inclusive Education
2. AI, Human Evolution, and the Speed of Learning
3. (Post)Humanisim and Technological In/Exclusions
4. We Shape Our Algorithms; Thereafter They Shape Us
Part 2: Challenges for A.I. and Inclusion
5. Towards Inclusive Education in the Age of Artificial Intelligence: Perspectives, Challenges and Opportunities
6. The Curriculum of Artificial Intelligence and the Curriculum of (Human) Tradition: Accumulated Advantages, 5G Networks, and Inclusion
7. A Solution for Inclusion? Chinese Teachers' Perceptions of Artificial Intelligence
8. Inclusive Education for Students with Chronic Illness
Technological Challenges and Opportunities
Part 3: ('Artificial) Pedagogical Relationships
9. AI and Education: The Importance of Teacher and Student Relations
10. A Communication Model of Human-Robot Trust Development for Inclusive Education
11. The Consequences of Breakdowns in Childrens Interactions with a Robotic Tutor
Part 4: Emerging Practices
12. An Evaluation of the Effectiveness of Using Pedagogical Agents and Life Coaches for Teaching in Inclusive Ways
13. AIED Meets Inclusive Educational Technology
the Technical State-of-Art and Possible Directions
14. Inclusive Vocational Education Supported by A.I.
15. A.I. Influences on Practical Pretending, Escapism and Role Playing through Simulations in the Classroom.

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