Overview
- Clarifies the philosophical and theoretical basis for understanding A.I. in the context of education
- Establishes key challenges for future A.I. development aimed towards inclusive teaching and learning
- Provides concrete examples of A.I. research and development for inclusive education agendas
Part of the book series: Perspectives on Rethinking and Reforming Education (PRRE)
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Table of contents (12 chapters)
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Front Matter
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Artificial Intelligence and Inclusion—Opening a Dialogue
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Front Matter
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Emerging Practices
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Front Matter
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Critical Perspectives and Speculative Futures
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Front Matter
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Keywords
- Artificial Intelligence and Inclusion
- A.I. and Inclusion
- A.I. and Inclusive Education
- Adaptive Software for Inclusion
- Personalised Software for Inclusion
- A.I. for Inclusive Teaching
- Robotics for Inclusive Teaching
- A.I. for Inclusive Classrooms
- Robotics for Inclusive Classrooms
- Future A.I. for Inclusion
- learning and instruction
About this book
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’.
Reviews
“The book would be of great significance to researchers working in the fields of education, AI, and other branches of the social sciences.” (C K Raju, Computing Reviews, August 28, 2020)
Editors and Affiliations
About the editors
Yuchen Wang is a Research Associate & Tutor at the Institute for Education, Community and Society at the University of Edinburgh, UK. Her research focuses on inclusive education development, and in particular, the implications of student voice for transforming practice.
Michael Gallagher is a Research Associate at the Centre for Research in Digital Education at the University of Edinburgh, UK, and Director and Co-Founder of a digital education and ICT4D consultancy. His research interests include teacher training, digital education, open learning, mobile learning, critical theory, cultural heritage, and ethical design.
Bibliographic Information
Book Title: Artificial Intelligence and Inclusive Education
Book Subtitle: Speculative Futures and Emerging Practices
Editors: Jeremy Knox, Yuchen Wang, Michael Gallagher
Series Title: Perspectives on Rethinking and Reforming Education
DOI: https://doi.org/10.1007/978-981-13-8161-4
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2019
Hardcover ISBN: 978-981-13-8160-7Published: 26 June 2019
Softcover ISBN: 978-981-13-8163-8Published: 14 August 2020
eBook ISBN: 978-981-13-8161-4Published: 13 June 2019
Series ISSN: 2366-1658
Series E-ISSN: 2366-1666
Edition Number: 1
Number of Pages: XIII, 206
Number of Illustrations: 5 b/w illustrations, 13 illustrations in colour
Topics: Technology and Digital Education, Computers and Education, Educational Technology, Learning & Instruction