#educational-technology — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #educational-technology, aggregated by home.social.
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Computer-Aided Language Development in Nonspeaking Children (1968) [pdf]
https://archive.org/details/colby1968-computer-aided-language-development-in-non-speaking-children
#HackerNews #ComputerAidedLanguageDevelopment #NonspeakingChildren #EducationalTechnology #LanguageDevelopment #HistoryOfAI
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Computer-Aided Language Development in Nonspeaking Children (1968) [pdf]
https://archive.org/details/colby1968-computer-aided-language-development-in-non-speaking-children
#HackerNews #ComputerAidedLanguageDevelopment #NonspeakingChildren #EducationalTechnology #LanguageDevelopment #HistoryOfAI
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Computer-Aided Language Development in Nonspeaking Children (1968) [pdf]
https://archive.org/details/colby1968-computer-aided-language-development-in-non-speaking-children
#HackerNews #ComputerAidedLanguageDevelopment #NonspeakingChildren #EducationalTechnology #LanguageDevelopment #HistoryOfAI
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Computer-Aided Language Development in Nonspeaking Children (1968) [pdf]
https://archive.org/details/colby1968-computer-aided-language-development-in-non-speaking-children
#HackerNews #ComputerAidedLanguageDevelopment #NonspeakingChildren #EducationalTechnology #LanguageDevelopment #HistoryOfAI
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Computer-Aided Language Development in Nonspeaking Children (1968) [pdf]
https://archive.org/details/colby1968-computer-aided-language-development-in-non-speaking-children
#HackerNews #ComputerAidedLanguageDevelopment #NonspeakingChildren #EducationalTechnology #LanguageDevelopment #HistoryOfAI
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2 x 3 year lectureships in our team at the University of Manchester
Obviously I wish these were permanent but in the current climate I’m delighted we have two posts which are three years. It’s a genuinely supportive, warm and enthusiastic multidisciplinary team which has been my professional community for the last five years:
We are seeking a motivated and collaborative individual to join our team as Lecturer in Digital Education (Teaching and Scholarship) within the Manchester Institute of Education (MIE), part of the School of Environment, Education and Development (SEED), Faculty of Humanities.This role offers an exciting opportunity to contribute to teaching and scholarship within the Digital Technologies, Communication and Education (DTCE) programme, a well‑established and internationally recognised area of teaching and research. The DTCE team explores the intersections of digital technologies, AI, design and education, with a strong focus on digital inequality, digital development and digital sustainability.
This is a full‑time, fixed‑term post for three years, starting 1 September 2026, based in the Ellen Wilkinson Building on the University’s Oxford Road campus.
The first one is available here: https://www.jobs.manchester.ac.uk/Job/JobDetail?JobId=45249 my understanding is the second post will be released soon.
Please share with anyone you know who might be interested!
#digitalEducation #educationalTechnology #jobs #lectureships -
2 x 3 year lectureships in our team at the University of Manchester
Obviously I wish these were permanent but in the current climate I’m delighted we have two posts which are three years. It’s a genuinely supportive, warm and enthusiastic multidisciplinary team which has been my professional community for the last five years:
We are seeking a motivated and collaborative individual to join our team as Lecturer in Digital Education (Teaching and Scholarship) within the Manchester Institute of Education (MIE), part of the School of Environment, Education and Development (SEED), Faculty of Humanities.This role offers an exciting opportunity to contribute to teaching and scholarship within the Digital Technologies, Communication and Education (DTCE) programme, a well‑established and internationally recognised area of teaching and research. The DTCE team explores the intersections of digital technologies, AI, design and education, with a strong focus on digital inequality, digital development and digital sustainability.
This is a full‑time, fixed‑term post for three years, starting 1 September 2026, based in the Ellen Wilkinson Building on the University’s Oxford Road campus.
The first one is available here: https://www.jobs.manchester.ac.uk/Job/JobDetail?JobId=45249 my understanding is the second post will be released soon.
Please share with anyone you know who might be interested!
#digitalEducation #educationalTechnology #jobs #lectureships -
2 x 3 year lectureships in our team at the University of Manchester
Obviously I wish these were permanent but in the current climate I’m delighted we have two posts which are three years. It’s a genuinely supportive, warm and enthusiastic multidisciplinary team which has been my professional community for the last five years:
We are seeking a motivated and collaborative individual to join our team as Lecturer in Digital Education (Teaching and Scholarship) within the Manchester Institute of Education (MIE), part of the School of Environment, Education and Development (SEED), Faculty of Humanities.This role offers an exciting opportunity to contribute to teaching and scholarship within the Digital Technologies, Communication and Education (DTCE) programme, a well‑established and internationally recognised area of teaching and research. The DTCE team explores the intersections of digital technologies, AI, design and education, with a strong focus on digital inequality, digital development and digital sustainability.
This is a full‑time, fixed‑term post for three years, starting 1 September 2026, based in the Ellen Wilkinson Building on the University’s Oxford Road campus.
The first one is available here: https://www.jobs.manchester.ac.uk/Job/JobDetail?JobId=45249 my understanding is the second post will be released soon.
Please share with anyone you know who might be interested!
#digitalEducation #educationalTechnology #jobs #lectureships -
2 x 3 year lectureships in our team at the University of Manchester
Obviously I wish these were permanent but in the current climate I’m delighted we have two posts which are three years. It’s a genuinely supportive, warm and enthusiastic multidisciplinary team which has been my professional community for the last five years:
We are seeking a motivated and collaborative individual to join our team as Lecturer in Digital Education (Teaching and Scholarship) within the Manchester Institute of Education (MIE), part of the School of Environment, Education and Development (SEED), Faculty of Humanities.This role offers an exciting opportunity to contribute to teaching and scholarship within the Digital Technologies, Communication and Education (DTCE) programme, a well‑established and internationally recognised area of teaching and research. The DTCE team explores the intersections of digital technologies, AI, design and education, with a strong focus on digital inequality, digital development and digital sustainability.
This is a full‑time, fixed‑term post for three years, starting 1 September 2026, based in the Ellen Wilkinson Building on the University’s Oxford Road campus.
The first one is available here: https://www.jobs.manchester.ac.uk/Job/JobDetail?JobId=45249 my understanding is the second post will be released soon.
Please share with anyone you know who might be interested!
#digitalEducation #educationalTechnology #jobs #lectureships -
WHERE OTHERS LOSE CONTROL – WE STAY IN THE LOOP.
At Infinito.Nexus, we believe that AI should never replace human judgment. We are the captains. AI is our navigator. While others hand over responsibility to black-box systems, we stay in control. We design the architecture, review the code, verify every deployment, and make the decisions that shape the future of the systems we build. AI is one of the most powerful tools ever created. But it remains a tool. We are the engineers, architects, and craftsmen who use it to build sovereign digital infrastructure faster, more reliably, and at a scale that was impossible only a few years ago. […]https://blog.infinito.nexus/blog/2026/06/16/where-others-lose-control-we-stay-in-the-loop/
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WHERE OTHERS LOSE CONTROL – WE STAY IN THE LOOP.
At Infinito.Nexus, we believe that AI should never replace human judgment. We are the captains. AI is our navigator. While others hand over responsibility to black-box systems, we stay in control. We design the architecture, review the code, verify every deployment, and make the decisions that shape the future of the systems we build. AI is one of the most powerful tools ever created. But it remains a tool. We are the engineers, architects, and craftsmen who use it to build sovereign digital infrastructure faster, more reliably, and at a scale that was impossible only a few years ago. […]https://blog.infinito.nexus/blog/2026/06/16/where-others-lose-control-we-stay-in-the-loop/
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The Atlantic: My Son’s Math Homework Is Essentially Just Pokémon. “Over the past few years, districts across the country have enacted phone bans or restrictions in a bid to limit distractions. Schools have also blocked students from using their laptop to access sites such as YouTube and Roblox. But those measures don’t solve the deeper problem: Software has eaten the American school, and […]
https://rbfirehose.com/2026/05/17/the-atlantic-my-sons-math-homework-is-essentially-just-pokemon/ -
The Atlantic: My Son’s Math Homework Is Essentially Just Pokémon. “Over the past few years, districts across the country have enacted phone bans or restrictions in a bid to limit distractions. Schools have also blocked students from using their laptop to access sites such as YouTube and Roblox. But those measures don’t solve the deeper problem: Software has eaten the American school, and […]
https://rbfirehose.com/2026/05/17/the-atlantic-my-sons-math-homework-is-essentially-just-pokemon/ -
The Atlantic: My Son’s Math Homework Is Essentially Just Pokémon. “Over the past few years, districts across the country have enacted phone bans or restrictions in a bid to limit distractions. Schools have also blocked students from using their laptop to access sites such as YouTube and Roblox. But those measures don’t solve the deeper problem: Software has eaten the American school, and […]
https://rbfirehose.com/2026/05/17/the-atlantic-my-sons-math-homework-is-essentially-just-pokemon/ -
The Atlantic: My Son’s Math Homework Is Essentially Just Pokémon. “Over the past few years, districts across the country have enacted phone bans or restrictions in a bid to limit distractions. Schools have also blocked students from using their laptop to access sites such as YouTube and Roblox. But those measures don’t solve the deeper problem: Software has eaten the American school, and […]
https://rbfirehose.com/2026/05/17/the-atlantic-my-sons-math-homework-is-essentially-just-pokemon/ -
The Atlantic: My Son’s Math Homework Is Essentially Just Pokémon. “Over the past few years, districts across the country have enacted phone bans or restrictions in a bid to limit distractions. Schools have also blocked students from using their laptop to access sites such as YouTube and Roblox. But those measures don’t solve the deeper problem: Software has eaten the American school, and […]
https://rbfirehose.com/2026/05/17/the-atlantic-my-sons-math-homework-is-essentially-just-pokemon/ -
The City (NYC): NYC Yanks AI-Themed High School and Shelves Plans To Close UWS Middle Schools. “In a major reversal, New York City schools Chancellor Kamar Samuels is withdrawing controversial proposals to open the city’s first artificial intelligence-focused high school, close two middle schools, and relocate another.”
https://rbfirehose.com/2026/04/29/the-city-nyc-nyc-yanks-ai-themed-high-school-and-shelves-plans-to-close-uws-middle-schools/ -
The City (NYC): NYC Yanks AI-Themed High School and Shelves Plans To Close UWS Middle Schools. “In a major reversal, New York City schools Chancellor Kamar Samuels is withdrawing controversial proposals to open the city’s first artificial intelligence-focused high school, close two middle schools, and relocate another.”
https://rbfirehose.com/2026/04/29/the-city-nyc-nyc-yanks-ai-themed-high-school-and-shelves-plans-to-close-uws-middle-schools/ -
The City (NYC): NYC Yanks AI-Themed High School and Shelves Plans To Close UWS Middle Schools. “In a major reversal, New York City schools Chancellor Kamar Samuels is withdrawing controversial proposals to open the city’s first artificial intelligence-focused high school, close two middle schools, and relocate another.”
https://rbfirehose.com/2026/04/29/the-city-nyc-nyc-yanks-ai-themed-high-school-and-shelves-plans-to-close-uws-middle-schools/ -
The City (NYC): NYC Yanks AI-Themed High School and Shelves Plans To Close UWS Middle Schools. “In a major reversal, New York City schools Chancellor Kamar Samuels is withdrawing controversial proposals to open the city’s first artificial intelligence-focused high school, close two middle schools, and relocate another.”
https://rbfirehose.com/2026/04/29/the-city-nyc-nyc-yanks-ai-themed-high-school-and-shelves-plans-to-close-uws-middle-schools/ -
The City (NYC): NYC Yanks AI-Themed High School and Shelves Plans To Close UWS Middle Schools. “In a major reversal, New York City schools Chancellor Kamar Samuels is withdrawing controversial proposals to open the city’s first artificial intelligence-focused high school, close two middle schools, and relocate another.”
https://rbfirehose.com/2026/04/29/the-city-nyc-nyc-yanks-ai-themed-high-school-and-shelves-plans-to-close-uws-middle-schools/ -
https://bbc.com/news/articles/cly0vk77vdko
I'm not sure what I think about this.
On the one hand, I immediately feel wary when I hear conservatives talking about "back to basics" in education, while on the other I suspect that more consideration needs to be given to the possible downsides of the digital classroom.
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https://bbc.com/news/articles/cly0vk77vdko
I'm not sure what I think about this.
On the one hand, I immediately feel wary when I hear conservatives talking about "back to basics" in education, while on the other I suspect that more consideration needs to be given to the possible downsides of the digital classroom.
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https://bbc.com/news/articles/cly0vk77vdko
I'm not sure what I think about this.
On the one hand, I immediately feel wary when I hear conservatives talking about "back to basics" in education, while on the other I suspect that more consideration needs to be given to the possible downsides of the digital classroom.
-
https://bbc.com/news/articles/cly0vk77vdko
I'm not sure what I think about this.
On the one hand, I immediately feel wary when I hear conservatives talking about "back to basics" in education, while on the other I suspect that more consideration needs to be given to the possible downsides of the digital classroom.
-
https://bbc.com/news/articles/cly0vk77vdko
I'm not sure what I think about this.
On the one hand, I immediately feel wary when I hear conservatives talking about "back to basics" in education, while on the other I suspect that more consideration needs to be given to the possible downsides of the digital classroom.
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https://www.europesays.com/ie/406146/ Scientists create clear nail polish that lets you use touchscreens with long nails #EducationalTechnology;MobileComputing;ComputerScience;Internet #Éire #IE #Ireland #Technology
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Don’t Just Fight Teen Screen Time—Fund the Alternatives
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Don’t Just Fight Teen Screen Time—Fund the Alternatives
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Don’t Just Fight Teen Screen Time—Fund the Alternatives
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Don’t Just Fight Teen Screen Time—Fund the Alternatives
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Don’t Just Fight Teen Screen Time—Fund the Alternatives
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Logged In, Tuned Out
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Logged In, Tuned Out
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Logged In, Tuned Out
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Logged In, Tuned Out
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Logged In, Tuned Out
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The AI Revolution in Global Education Systems
Artificial Intelligence in Education: How AI Is Transforming Schools, Universities, and Vocational Training Worldwide
In an era where technology permeates every aspect of life, artificial intelligence stands out as a transformative force in education. Its integration promises to address longstanding challenges like personalized learning, teacher workload, and equitable access to quality education. Empirical studies highlight AI’s potential to enhance student outcomes significantly. For instance, adaptive learning systems powered by AI have been shown to improve test scores by up to 62 percent, as demonstrated in research on platforms that tailor content to individual needs. This capability extends across all educational levels, from the foundational years in kindergarten to advanced vocational training, fostering an environment where learning is more engaging and effective.
The journey begins early, even in kindergarten, where AI tools introduce young learners to interactive and personalized experiences. In settings like early childhood education, AI-driven apps and games adapt to a child’s pace, helping with basic skills such as letter recognition and simple math. Programs like Osmo use physical pieces combined with iPad technology to teach interactively, while Khan Academy Kids provides adaptive activities that respond to a child’s progress. These tools not only make learning fun but also allow educators to track development in real time, identifying areas needing extra support. Research indicates that such early exposure to AI-enhanced learning can boost self-efficacy and positive attitudes toward education, setting a strong foundation for lifelong learning.
Moving to primary and secondary schools, AI’s role becomes even more pronounced in aiding teachers and enhancing classroom dynamics. Teachers often face overwhelming administrative burdens, but AI assistants can automate routine tasks like lesson planning and grading, freeing up time for more meaningful interactions with students. A study found that AI reduces grading time by 70 percent, allowing educators to focus on pedagogy. For example, platforms like Gradescope streamline assessment processes, providing consistent feedback. In classrooms, AI facilitates personalized learning paths; intelligent tutoring systems analyze student data to offer tailored guidance, improving performance by 30 percent and reducing anxiety by 20 percent, according to empirical data. This personalization is crucial in diverse classrooms, where students have varying needs. Moreover, AI tools like Classcraft gamify behavior management, tracking engagement and promoting positive interactions.
Universities leverage AI to handle complex academic demands, from research assistance to adaptive coursework. In higher education, AI-powered platforms like Carnegie Learning’s Mika provide personalized tutoring for subjects like math, helping bridge gaps for incoming freshmen. Studies show that such systems enhance learning outcomes by offering real-time feedback and customized pathways. AI also supports educators in curriculum design; tools like ChatGPT assist in generating teaching plans and rubrics, as explored in case studies where professors used generative AI to refine assessments. A systematic review of 48 empirical studies on generative AI in education underscores its role as an assistant in learning support and instructional design, improving efficiency and fostering creativity when integrated thoughtfully. However, the review cautions against over-reliance, emphasizing the need to maintain critical thinking skills.
Vocational training and professional courses benefit immensely from AI’s practical applications. In fields like healthcare, automotive repair, and manufacturing, AI simulates real-world scenarios through virtual reality and augmented tools, allowing hands-on practice without risks. For instance, AI-driven platforms in vocational schools analyze performance in simulations, providing instant feedback to refine skills. Empirical evidence from studies on AI in vocational education shows improved skill acquisition and job readiness. In countries like Germany, AI is integrated into apprenticeship programs to predict learning behaviors and adapt training modules. This approach not only accelerates skill development but also aligns education with industry needs, as seen in programs where AI optimizes resources and enhances outcomes in technical training.
Homeschooling, often a flexible alternative to traditional schooling, finds AI to be a game-changer for parents and students alike. Without the structure of a formal classroom, AI tools offer personalized curricula and tutoring. Platforms like Power Homeschool use AI to adapt lessons, providing reports on progress and identifying challenges. Surveys indicate that 44 percent of homeschool educators use tools like ChatGPT for planning, compared to lower rates in traditional settings. AI enables exploration of advanced topics; gifted homeschoolers use chatbots to delve into quantum mechanics or ethics, fostering unstructured learning. Case studies show AI reducing preparation time from hours to minutes, making homeschooling more accessible for busy parents while maintaining educational quality.
Public, private, and homeschooling sectors all reap benefits from AI, though implementation varies. In public schools, AI addresses equity by providing resources to underserved areas; adaptive systems help close achievement gaps. Private institutions often pioneer AI integration, using premium tools for enhanced personalization. Homeschooling benefits from AI’s flexibility, allowing tailored education without institutional constraints. Across these, AI supports educators universally. Teachers report significant time savings—up to 55 minutes per hour in creating materials—enabling focus on student engagement. Pedagogues use AI for data analysis, predicting performance and intervening early. In special education, AI tools like speech recognition assist hearing-impaired students, promoting inclusivity.
Real-world examples illustrate AI’s impact. In Texas, a school uses AI exclusively for core subjects, allowing students to learn in two hours daily with personalized tutoring, freeing time for projects. Duolingo’s AI chatbot aids language learning through interactive conversations. Khanmigo, powered by GPT-4, serves as a tutor and assistant, available to public users after pilots in U.S. schools. Carnegie Learning provides AI-based curriculum for K-12, emphasizing adaptive math instruction. These cases demonstrate improved engagement and performance, with AI handling routine tasks while humans focus on emotional support.
Globally, countries are advancing AI in education. Singapore’s Smart Nation strategy aims for AI leadership by 2030, using companions for feedback and automated grading. South Korea deploys AI digital textbooks and personalized tutors, shifting from memorization to deeper learning. China’s national curriculum includes AI from primary levels, focusing on ethics and applications. Australia adopted a framework for generative AI in schools, emphasizing responsible use. Finland integrates AI literacy into curricula, preparing students for digital society. India uses AI for performance prediction and complex concept visualization via apps like Embibe. The UAE and Hong Kong follow suit, with policies supporting AI in education. These implementations, backed by empirical reviews, show AI enhancing outcomes while addressing challenges like digital divides.
Despite benefits, challenges persist. Over-reliance on AI may diminish critical thinking, as noted in meta-analyses where effect sizes on higher-order skills are moderate. Ethical concerns include data privacy and algorithmic bias; the EU’s AI Act classifies education as high-risk, mandating transparency. Teacher training is crucial—71 percent of U.S. K-12 teachers lack formal AI education. Balanced integration, combining AI’s efficiency with human insight, is key. Future directions include AI literacy curricula and metacognitive focus to prevent laziness.
AI’s empirical-backed importance in education spans all levels, aiding teachers through automation and personalization while boosting student outcomes. As global adoption grows, thoughtful implementation ensures equitable, effective learning.
#artificialIntelligence #educationalTechnology #personalizedLearning
Share your thoughts in the comments, and explore more insights on our Journal and Magazine. Please consider becoming a subscriber, thank you: https://borealtimes.org/subscriptions – Follow The Boreal Times on social media. Join the Oslo Meet by connecting experiences and uniting solutions: https://oslomeet.org -
🍎 Classroom revolution! 81% of teachers are now embracing AI tools, transforming digital learning landscapes. Discover how educators are leveraging cutting-edge technology to enhance student experiences and revolutionize teaching methods. The future of education is here, and it's powered by intelligent innovation! #EducationalTechnology #ArtificialIntelligence #ClassroomTech #MachineLearning
🔗 https://aidailypost.com/news/teachers-leap-ahead-ai-adoption-81-actively-using-tools
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To every #parent, #educator, #techintegrator, and #schooladministrator of #primaryschools and #secondaryschools : I highly recommend the book “The Digital Delusion” by Jared Cooney Horvath. He takes off the rose tinted glasses on our views and hype of #educationaltechnology —how it has affected our children’s #cognitivedevelopment from #literacy to #CriticalThinking and what we can do about it moving forward https://www.linkedin.com/posts/jared-cooney-horvath_%F0%9D%97%A7%F0%9D%97%B5%F0%9D%97%B2-%F0%9D%97%97%F0%9D%97%B6%F0%9D%97%B4%F0%9D%97%B6%F0%9D%98%81%F0%9D%97%AE%F0%9D%97%B9-%F0%9D%97%97%F0%9D%97%B2%F0%9D%97%B9%F0%9D%98%82%F0%9D%98%80%F0%9D%97%B6%F0%9D%97%BC%F0%9D%97%BB-is-activity-7403636159559434241-64JK
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Microsoft Intros New AI-Powered Teaching and Learning Tools — Campus Technology https://www.byteseu.com/1454826/ #CampusTechnology #EducationInformationTechnology #EducationalTechnology #MicrosoftCopilot #SchoolTechnology #StudyAndLearn #TeachAiTool #Technology
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Are We Connecting Communities to 3G Student Learning Failure?
I’ve spent years advocating for digital inclusion, arguing that Internet access is fundamental to closing development gaps. But…
#NewsBeep #News #Internet #3GNetworks #AU #Australia #EducationalTechnology #internetaccess #mEducation #Technology
https://www.newsbeep.com/au/179300/ -
Are We Connecting Communities to 3G Student Learning Failure?
I’ve spent years advocating for digital inclusion, arguing that Internet access is fundamental to closing development gaps. But…
#NewsBeep #News #US #USA #UnitedStates #UnitedStatesOfAmerica #Internet #3GNetworks #educationaltechnology #internetaccess #mEducation #Technology
https://www.newsbeep.com/us/191571/ -
Are We Connecting Communities to 3G Student Learning Failure?
I’ve spent years advocating for digital inclusion, arguing that Internet access is fundamental to closing development gaps. But…
#NewsBeep #News #US #USA #UnitedStates #UnitedStatesOfAmerica #Internet #3GNetworks #educationaltechnology #internetaccess #mEducation #Technology
https://www.newsbeep.com/us/191571/ -
Are We Connecting Communities to 3G Student Learning Failure?
I’ve spent years advocating for digital inclusion, arguing that Internet access is fundamental to closing development gaps. But…
#NewsBeep #News #Internet #3GNetworks #EducationalTechnology #internetaccess #mEducation #Technology #UK #UnitedKingdom
https://www.newsbeep.com/uk/169717/ -
https://www.europesays.com/uk/462269/ Are We Connecting Communities to 3G Student Learning Failure? #3GNetworks #EducationalTechnology #Internet #InternetAccess #mEducation #Technology #UK #UnitedKingdom
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https://www.businessinsider.com/ai-in-school-south-korea-textbook-rollback-jobs-education-2025-8
South Koreans are neither alarmist technophobes nor unthinking technophiles -- all of us in education at whatever level or capacity should take note!
#AI #ArtificialIntelligence #Education #SouthKorea #EducationalTechnology #EdTech
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https://www.businessinsider.com/ai-in-school-south-korea-textbook-rollback-jobs-education-2025-8
South Koreans are neither alarmist technophobes nor unthinking technophiles -- all of us in education at whatever level or capacity should take note!
#AI #ArtificialIntelligence #Education #SouthKorea #EducationalTechnology #EdTech
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https://www.businessinsider.com/ai-in-school-south-korea-textbook-rollback-jobs-education-2025-8
South Koreans are neither alarmist technophobes nor unthinking technophiles -- all of us in education at whatever level or capacity should take note!
#AI #ArtificialIntelligence #Education #SouthKorea #EducationalTechnology #EdTech
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https://www.businessinsider.com/ai-in-school-south-korea-textbook-rollback-jobs-education-2025-8
South Koreans are neither alarmist technophobes nor unthinking technophiles -- all of us in education at whatever level or capacity should take note!
#AI #ArtificialIntelligence #Education #SouthKorea #EducationalTechnology #EdTech
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https://www.businessinsider.com/ai-in-school-south-korea-textbook-rollback-jobs-education-2025-8
South Koreans are neither alarmist technophobes nor unthinking technophiles -- all of us in education at whatever level or capacity should take note!
#AI #ArtificialIntelligence #Education #SouthKorea #EducationalTechnology #EdTech
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McGraw Hill Unveils Science-Based K-5 Literacy Curriculum with AI Personalization https://www.byteseu.com/1259438/ #AIEducationSolutions #ClassroomTechnologyInnovation #EducationalSoftware #EducationalTechnology #ElementaryReadingProgram #K5LiteracyCurriculum #LiteracyExperts #McGrawHillEmerge #MHStock #PersonalizedLearningPlatform #Science #ScienceOfLiteracy
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A relational sociology of large language models in education
This paper with Morten Hansen is out now in the British Journal of Sociology of Education:
ReadGenerative artificial intelligence products are often heralded as a solution to the problems of education bureaucracies by providing individualised learning opportunities in a cost-effective way. We posit that this claim has not been critically examined from a relational and material sociological perspective. In this conceptual paper we therefore mobilise a relational and material sociology to query the relational potentials of large language models (LLMs) as compared to more traditional education tools. We conclude that the appeal of LLM tools like ChatGPT resides in their seemingly endless mutability, i.e. the tools appear to change to respond to their users’ needs. The relational challenge is to ensure that this apparent movement on the part of the tool does not lead to stasis on the part of the learner. Our discussion brings to the fore the often forgotten cognitive and pedagogical functions of seemingly ‘dumb’ and static learning tools.
#education #educationalTechnology #generativeAI #LLMs #MortenHansen #relationalSociology #tools
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A relational sociology of large language models in education
This paper with Morten Hansen is out now in the British Journal of Sociology of Education:
ReadGenerative artificial intelligence products are often heralded as a solution to the problems of education bureaucracies by providing individualised learning opportunities in a cost-effective way. We posit that this claim has not been critically examined from a relational and material sociological perspective. In this conceptual paper we therefore mobilise a relational and material sociology to query the relational potentials of large language models (LLMs) as compared to more traditional education tools. We conclude that the appeal of LLM tools like ChatGPT resides in their seemingly endless mutability, i.e. the tools appear to change to respond to their users’ needs. The relational challenge is to ensure that this apparent movement on the part of the tool does not lead to stasis on the part of the learner. Our discussion brings to the fore the often forgotten cognitive and pedagogical functions of seemingly ‘dumb’ and static learning tools.
#education #educationalTechnology #generativeAI #LLMs #MortenHansen #relationalSociology #tools
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A relational sociology of large language models in education
This paper with Morten Hansen is out now in the British Journal of Sociology of Education:
ReadGenerative artificial intelligence products are often heralded as a solution to the problems of education bureaucracies by providing individualised learning opportunities in a cost-effective way. We posit that this claim has not been critically examined from a relational and material sociological perspective. In this conceptual paper we therefore mobilise a relational and material sociology to query the relational potentials of large language models (LLMs) as compared to more traditional education tools. We conclude that the appeal of LLM tools like ChatGPT resides in their seemingly endless mutability, i.e. the tools appear to change to respond to their users’ needs. The relational challenge is to ensure that this apparent movement on the part of the tool does not lead to stasis on the part of the learner. Our discussion brings to the fore the often forgotten cognitive and pedagogical functions of seemingly ‘dumb’ and static learning tools.
#education #educationalTechnology #generativeAI #LLMs #MortenHansen #relationalSociology #tools