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Hopes and Anticipations within Artificial Intelligence in Education.
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).ORCID iD: 0000-0001-9720-0233
Göteborgs universitet.
2021 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The digitalization of the school has been an ongoing process for over 50 years. Often, investments in digital technology have been argued for in relation towards the future, mainly to a future society and working life where new knowledge (linked to the new digital technology) is needed. However, the expectations associated with digital technology have rarely been met and the recurring initiatives have, after evaluations, been followed by a debate on failure, which is not infrequently directed at the school and its staff (Eriksson- Zetterqvist et al., 2006). The concept of disruptive innovation taken from marketing theory has been used by Christo Sims (2017) to describe this phenomenon. There are signs that AI in education (AIED), is the next major digital innovation directed to schools, discursively described as a disruptive innovation with great potential for improving, changing and streamlining education (Sims, 2017). This presentation reports from a literature review that aims to explore the discourses that surround AIED and the hopes that are put into education through AIED. The review will focus on research from the last decades in the area of AIED, to investigate hopes and anticipations tied to AI and what problems AI should solve in education. Methodologically, the literature review will start with a systematic analysis of peer-review articles that will quantify the articles in different categories. The articles will thereafter be analysed with a theoretical framework labelled by Bacchi (2012) as a “What’s the problem represented to be” – analysis. Expected finding could be related to the fact that digitalisation of education has more than many other fields within been influenced by corporate edu-businesses (Ideland, Jobér, & Axelsson, 2021; Player-Koro, Bergviken Rensfeldt & Selwyn, 2018; Williamson, 2015). One hypothesis is therefore that financial arguments could be found rather than possibilities for AIED to increase equality, democracy, and diversity (Dixon-Román et al., 2019; Hsratinksy et al., 2019). E.g., have democracy become a commodity to trade within the ed-tech business? The results from the analyses will be related to the Nordic context and the Nordic steering documents and what they state regarding digitalization in general and AIED more specifically. The conclusion focuses on what kind of narratives that are brought forward in order to identify further research needs but also discuss how this shape and form the future ed-tech field.

Place, publisher, year, edition, pages
2021.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-47032OAI: oai:DiVA.org:mau-47032DiVA, id: diva2:1613977
Conference
NERA 2021
Funder
Swedish Research CouncilAvailable from: 2021-11-24 Created: 2021-11-24 Last updated: 2024-06-11Bibliographically approved

Open Access in DiVA

NERA Programme and abstracts(350 kB)201 downloads
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Jobér, Anna

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Citation style
  • apa
  • ieee
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  • Other style
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Language
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  • en-US
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  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
  • rtf