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Artificial Intelligence in Education (AIED) for Student Well-Being  

Karen Moran Jackson and Rosemary Papa

The use of artificial intelligence in education (AIED) is a growing concern for both its potential benefits and misuses. Originating in research following the Second World War, artificial intelligence (AI) refers to technology that perform activities, such as making predictions and generating text, at levels equivalent to human ability. Early AI efforts had little public applications, but that began to change in the late 20th century, with applications in education becoming common in the early 21st century. AI is dependent on data collection and model selection, technical aspects of development that allow for personalized data but that also permit human biases into the system. AIED applications have taken largely predictive and decision-making roles, but generative applications are becoming more common. How different types of AIED applications become integrated into educational systems will depend not just on student and teacher needs, but on larger stakeholders in educational systems, such as administrators, policymakers, and business interests. AIED applications are subject to ethical violations and concerns, so development and implementation must be guided by ethical principles, even as ethical governance of AI in schools is riddled with challenges. Implications for educational organizations include developing more robust frameworks and principles around data access and generative AIED challenges, similar to those surrounding personalized medicine. These frameworks can guide oversight, auditing, and analysis of the performance of AIED applications, including miscues and mistakes. Educators should strive to implement AIED that is human-centered and based on principles of transparency, explainability, trustworthiness, accountability, fairness, and justice.


Critical Digital Pedagogy in the Platform Society  

Earl Aguilera and Christina Salazar

The term “critical digital pedagogy” has been used to describe a broad range of approaches to teaching and learning rooted in critical theory, digital cultural studies, and the liberatory education promoted within schools of critical pedagogy since the 1960s. References to critical digital pedagogy began to appear in published scholarly literature in the early 2000s as a response to the expansion of neoliberal ideologies and policies in an age of proliferating digital and networked technologies. These shifts in technological, economic, and social organization have since become collectively described as the “platformization” of society, driven by processes such as datafication, commodification, and algorithmic selection. In response to concerns about the neoliberalization, dehumanization, and platformization of education specifically, the emergent field of critical digital pedagogy has coalesced into a community of educators, designers, and theorists with an international scope, though the majority of published scholarship originates from the United States and the European Union. While the approaches and methods that the proponents of critical digital pedagogy engage with are varied, three broad families of practice include critical instructional design, humanizing online teaching and learning, and digital ungrading. Following earlier traditions of critical pedagogy, practitioners in the field of critical digital pedagogy find themselves grappling with critiques of their approaches as overly politicized, ideologically driven, and pragmatically limited. Open issues in the field include the expanding role of machine learning and artificial intelligence, the role of political activism beyond the classroom, and the addressing of intersections between race, class, and other dimensions of identity within a critical framework.


Twenty-First-Century Learning Spaces and Pedagogical Change  

Jill Colton

Twenty-first-century learning spaces are designed to enable students to develop the skills and dispositions required for uncertain and transformed futures. They are characterized by flexibility and openness, with architectural and technological features that allow for variable arrangements and digitally enhanced learning. Flexibility is achieved through the provision of features such as sliding doors, moveable furniture, open spaces, and smaller breakout rooms, which may be used by teachers and students in different ways. The flexibility and openness of these spaces are considered to enhance the collaborative, self-directed and inquiry- or project-based learning that are regarded as crucial for an education that prepares students for work and citizenship in the 21st century. The integration of networked digital tools and applications is a key aspect of 21st-century learning spaces and of the pedagogical changes that shape and are shaped by these spaces. Sociomaterial theoretical perspectives offer a way of interpreting and analyzing 21st-century learning spaces in relation to pedagogical change. The flexibility of these spaces is implicated in the flexibility of pedagogical approaches, and the opportunities for movement and varied arrangements in physical and digital spaces are correspondent with the self-managing, digitally literate learner. Links between learning spaces that are flexible, open, and digitally networked and the pedagogies enacted in those spaces have been the subject of empirical studies in Australia, the United Kingdom, Europe, Scandinavia, the United States, and New Zealand. These studies illustrate the importance of considering theoretical perspectives in research that investigates pedagogical change and learning space design.


Teacher Education in India  

Sunil Behari Mohanty

In the last part of the 19th century, the consecutive model of teacher education followed in England was introduced in India by the English rulers. In the 1960s, the concurrent model-integrated teacher education program found in the United States was started by a private college at Kurukshetra, Haryana State. After 2 years, admission to this course was closed. In 1963, the National Council of Educational Research and Training launched pre-service teacher training program through this integrated B.A./B.Sc. and B.Ed. course meant for school leavers along with a 1-year B.Ed. for graduates in its four Regional Colleges of Education. The concurrent model for secondary school teacher training could not even draw the attention of the governments of the states in which these colleges are located. In spite of the efforts of the central government to bring uniformity, after-school education came under the concurrent list of the constitution of India, could not be successful. The complexity found in the school system is also reflected in the teacher education system. Central government schemes to improve quality of a certain number of state government teacher training colleges could not succeed. Transferring the task of controlling curricula for secondary school teacher training from state governments to universities also did not succeed, as some universities utilized B.Ed. courses for untrained teachers as a source of revenue generation. The Indian central government tried to regulate teacher education by having a statutory body-National Council for Teacher Education. This body increased the duration of the B.Ed. course through correspondence to 2 years, while face to face mode B.Ed. course continued to be of 1 year duration. In 2014, this body replaced 1 year B.Ed. course by 2 year B.Ed. course without increasing appropriate duration of B.Ed. correspondence (distance mode) course. The new education policy of 2020 has suggested implementing a 1-year B.Ed. course for postgraduates to be delivered by multidisciplinary institutions. The policy has made the future teacher education scenario more complicated by hoping that by 2030 all teacher training shall be provided through integrated teacher training programs.


Education Research Beyond Cyborg Subjectivities  

Annette Gough and Noel Gough

The term “cyborg,” as a combination of “cybernetics” and “organism,” was coined by Manfred Clynes and Nathan Kline in 1960 in a paper presented at a National Aeronautics and Space Administration (NASA) conference on space exploration as a representation of a particular challenge of space travel: physically adapting a human body to survive in a hostile environment rather than modifying the environment. Soon after, NASA commissioned “The Cyborg Study” to investigate the theoretical possibilities of incorporating life support–related technologies into future spacecraft design. From the beginning, cyborgs were seen as the realization of a transhumanist goal—liberating humans from the limitations of the body and its environment by means of mechanization. Outside of space exploration, the term “cyborg” has evolved to encompass an expansive mesh of the mythological, metaphorical, and technical. Initially mainly taken up by science fiction writers to create superhumans, the notion entered cultural studies in the 1980s, particularly through Donna Haraway’s feminist “cyborg manifesto,” which argues that we are all cyborgs. Since then, terminology has shifted, and cyborgs are more likely called “posthumans,” “more-than-humans,” “other-than-humans,” or “companion species.” Discussions of cyborg and posthuman subjectivities in educational research have taken two main directions. The first argues that with equipment like tablets, smartphones, and laptops, students and teachers are already cyborgs—hybrids of human and machine—accessing information, resources, networks, groups, personal relations, libraries, and mass media through the Internet. Other research has investigated how the construction of cyborg and posthuman subjectivities changes the relationships between humans and their surroundings, devising new social, ethical, and discursive ways of thinking and representation.


Simulations in Teacher Education  

Stefan Schutt, Rebecca Miles-Keogh, and Dale Linegar

For decades, simulations have helped educators build students’ skills and workplace readiness in professions such as health care and medicine. Historically, teacher education has been slower in its take-up of simulations, but the value of practice for pre-service teachers (PSTs) has become more widely recognized as digital technologies have become ubiquitous. Simulations, however, are not only digital. Although their long history incorporates technology-based platforms such as virtual worlds, “serious games” and online scenarios, they also include resource-intensive face-to-face activities such as role plays involving teachers, student peers or paid actors. In teacher education a range of pedagogies support the use of simulations by recognizing the complexities of classroom practice and emphasize targeting specific aspects for skill development and supporting opportunities for deconstruction, reflection and feedback. An overview of these developments provides social practice theories as a theoretical framework for exploring the potential of simulations to help PSTs practice targeted skills in risk-free environments, followed by a potted history of simulations in education, identifying limitations, and concluding with thoughts about future directions. Examples of contemporary simulations are used throughout to illustrate specific points.


Engineering Education and Social Justice  

Jon A. Leydens, Juan C. Lucena, and Donna M. Riley

Engineering education and social (in)justice are connected in complex ways. Research indicates that while issues of social (in)justice are inherent in engineering practice, they are often invisible in engineering education. The mechanism by which social justice is rendered invisible involves mindsets and ideologies in engineering and engineering education. Hence, innovative strategies and practices need to address these mindsets and ideologies, rendering social justice visible in engineering education. Imagined future scenarios for social justice in engineering education indicate how social justice could be readily marginalized or accentuated, with accompanying detriments or benefits.


Computing in Precollege Science, Engineering, and Mathematics Education  

Amy Voss Farris and Gözde Tosun

Computing is essential to disciplinary practices and discourses of science, engineering, and mathematics. In each of these broad disciplinary areas, technology creates new ways of making sense of the world and designing solutions to problems. Computation and computational thinking are synergistic with ways of knowing in mathematics and in science, a relationship known as reflexivity, first proposed by Harel and Papert. In precollege educational contexts (e.g., K-12 schooling), learners’ production of computational artifacts is deeply complementary to learning and participating in science, mathematics, and engineering, rather than an isolated set of competencies. In K-12 contexts of teaching and learning, students’ data practices, scientific modeling, and modeling with mathematics are primary forms through which computing mediates the epistemic work of science, mathematics, and engineering. Related literature in this area has contributed to scholarship concerning students’ development of computational literacies––the multiple literacies involved in the use and creation of computational tools and computer languages to support participation in particular communities. Computational thinking is a term used to describe analytic approaches to posing problems and solving them that are based on principles and practices in computer science. Computational thinking is frequently discussed as a key target for learning. However, reflexivity refocuses computational thinking on the synergistic nature between learning computing and the epistemic (knowledge-making) work of STEM disciplines. This refocusing is useful for building an understanding of computing in relation to how students generate and work with data in STEM disciplines and how they participate in scientific modeling and modeling in mathematics, and contributes to generative computational abstractions for learning and teaching in STEM domains. A heterogeneous vision of computational literacies within STEM education is essential for the advancement of a more just and more equitable STEM education for all students. Generative computational abstractions must engage learners’ personal and phenomenological recontextualizations of the problems that they are making sense of. A democratic vision of computing in STEM education also entails that teacher education must advance a more heterogeneous vision of computing for knowledge-making aims. Teachers’ ability to facilitate authentic learning experiences in which computing is positioned as reflexive, humane, and used authentically in service of learning goals in STEM domains is of central importance to learners’ understanding of the relationship of computing with STEM fields.


Multiliteracies in Classrooms  

Robyn Seglem and Antero Garcia

Multiliteracies were first conceptualized in 1994 by the New London Group (NLG), a group of global scholars who specialized in different aspects of literacy instruction including classroom discourse, multilingual teaching and learning, new technologies, critical discourse and literacy, linguistics, cultural and social educations, semiotics, and visual literacy. Published in 1996, the NLG focused on equalizing the power dynamics within education by moving away from traditional print-based literacies that privilege the cultural majority who hold the most wealth and power in the world. Their work seeks to elevate those who are traditionally marginalized by embracing literacies that leverage multiple languages, discourses, and texts. Multiliteracies have been widely adopted, expanded upon, and contested in academia, but classroom teachers have been much slower in adopting them. Although systems of accountability and standardization contribute to a slow adoption of multiliteracies practices, teachers have found ways to integrate multiliteracies into instruction. In doing so, students are provided with more linguistic capital and a deeper understanding of how meaning is made across multiple contexts.


Digital Game-Based Learning: Foundations, Applications, and Critical Issues  

Earl Aguilera and Roberto de Roock

As contemporary societies continue to integrate digital technologies into varying aspects of everyday life—including work, schooling, and play—the concept of digital game-based learning (DGBL) has become increasingly influential. The term DGBL is often used to characterize the relationship of computer-based games (including games played on dedicated gaming consoles and mobile devices) to various learning processes or outcomes. The concept of DGBL has its origins in interdisciplinary research across the computational and social sciences, as well as the humanities. As interest in computer games and learning within the field of education began to expand in the late 20th century, DGBL became somewhat of a contested term. Even foundational concepts such as the definition of games (as well as their relationship to simulations and similar artifacts), the affordances of digital modalities, and the question of what “counts” as learning continue to spark debate among positivist, interpretivist, and critical framings of DGBL. Other contested areas include the ways that DGBL should be assessed, the role of motivation in DGBL, and the specific frameworks that should inform the design of games for learning. Scholarship representing a more positivist view of DGBL typically explores the potential of digital games as motivators and influencers of human behavior, leading to the development of concepts such as gamification and other uses of games for achieving specified outcomes, such as increasing academic measures of performance, or as a form of behavioral modification. Other researchers have taken a more interpretive view of DGBL, framing it as a way to understand learning, meaning-making, and play as social practices embedded within broader contexts, both local and historical. Still others approach DGBL through a more critical paradigm, interrogating issues of power, agency, and ideology within and across applications of DGBL. Within classrooms and formal settings, educators have adopted four broad approaches to applying DGBL: (a) integrating commercial games into classroom learning; (b) developing games expressly for the purpose of teaching educational content; (c) involving students in the creation of digital games as a vehicle for learning; and (d) integrating elements such as scoreboards, feedback loops, and reward systems derived from digital games into non-game contexts—also referred to as gamification. Scholarship on DGBL focusing on informal settings has alternatively highlighted the socially situated, interpretive practices of gamers; the role of affinity spaces and participatory cultures; and the intersection of gaming practices with the lifeworlds of game players. As DGBL has continued to demonstrate influence on a variety of fields, it has also attracted criticism. Among these critiques are the question of the relative effectiveness of DGBL for achieving educational outcomes. Critiques of the quality and design of educational games have also been raised by educators, designers, and gamers alike. Interpretive scholars have tended to question the primacy of institutionally defined approaches to DGBL, highlighting instead the importance of understanding how people make meaning through and with games beyond formal schooling. Critical scholars have also identified issues in the ethics of DGBL in general and gamification in particular as a form of behavior modification and social control. These critiques often intersect and overlap with criticism of video games in general, including issues of commercialism, antisocial behaviors, misogyny, addiction, and the promotion of violence. Despite these criticisms, research and applications of DGBL continue to expand within and beyond the field of education, and evolving technologies, social practices, and cultural developments continue to open new avenues of exploration in the area.