Scaffolding Children’s Critical Reflection on Intelligent Technologies: Opportunities from Speculative Fiction
International Journal of Child-Computer Interaction,
Год журнала:
2025,
Номер
unknown, С. 100727 - 100727
Опубликована: Фев. 1, 2025
Язык: Английский
Towards inclusivity in AI: A comparative study of cognitive engagement between marginalized female students and peers
British Journal of Educational Technology,
Год журнала:
2024,
Номер
55(6), С. 2557 - 2573
Опубликована: Апрель 23, 2024
Abstract
This
study
addresses
the
need
for
inclusive
AI
education
by
focusing
on
marginalized
female
students
who
historically
lack
access
to
learning
opportunities
in
computing.
It
applies
theoretical
framework
of
intersectionality
understand
how
gender,
race
and
ethnicity
intersect
shape
these
students'
experiences
outcomes.
Specifically,
this
investigated
27
high‐school
cognitive
engagement
machine
practices.
We
conducted
Wilcoxon–Mann–Whitney
test
explore
differences
between
their
peers,
employed
comparative
content
analysis
delve
into
significant
analysed
interview
data
thematically
gain
deeper
insights
model
development
processes.
The
findings
indicated
that,
when
engaging
practices
requiring
drawing
diverse
cultural
perspectives,
demonstrated
significantly
higher
performance
compared
peers.
In
particular,
exhibited
strengths
holistic
language
analysis,
paying
attention
writers'
intentions
recognizing
nuances
language.
suggests
that
integrating
across
subjects
has
potential
empower
amplify
perspectives.
Furthermore,
it
calls
a
strengths‐based
approach
reshape
narrative
underrepresentation
promote
equitable
participation
AI.
Practitioner
notes
What
is
already
known
about
topic
Female
students,
particularly
those
from
underrepresented
groups
such
as
African
American
Latina
often
experience
low
levels
Marginalized
possess
unique
nurtured,
have
not
only
transform
own
but
also
contribute
advancement
computing
field.
critical
K‐12
(ie,
subfield
computing)
education,
seeking
bridge
gender
racial
disparity
paper
adds
outperformed
peers
responding
questions
related
feature
distribution
interpretation.
When
questions,
they
analysing
considering
interactions
features
intentions.
They
drew
knowledge
was
used
convey
meaning
different
contexts.
Implications
practice
and/or
policy
Educators
should
design
environments
encourage
draw
upon
backgrounds,
linguistic
enhance
AI‐related
activities.
strategically
integrate
create
interdisciplinary
support
exploration
interplay
among
language,
culture
Educational
institutions
initiatives
adopt
focuses
empowering
acknowledging
inherent
abilities
backgrounds.
Язык: Английский
High school students’ data modeling practices and processes: from modeling unstructured data to evaluating automated decisions
Learning Media and Technology,
Год журнала:
2023,
Номер
48(2), С. 350 - 368
Опубликована: Март 13, 2023
It's
critical
to
foster
artificial
intelligence
(AI)
literacy
for
high
school
students,
the
first
generation
grow
up
surrounded
by
AI,
understand
working
mechanism
of
data-driven
AI
technologies
and
critically
evaluate
automated
decisions
from
predictive
models.
While
efforts
have
been
made
engage
youth
in
understanding
through
developing
machine
learning
models,
few
provided
in-depth
insights
into
nuanced
processes.
In
this
study,
we
examined
students'
data
modeling
practices
Twenty-eight
students
developed
models
with
text
classifying
negative
positive
reviews
ice
cream
stores.
We
identified
nine
that
describe
processes
model
exploration,
development,
testing
two
themes
about
evaluating
technologies.
The
results
provide
implications
designing
accessible
experiences
justice
as
well
role
responsibility
modelers
creating
Язык: Английский
Integrating unplugged and plugged activities for holistic AI education: An embodied constructionist pedagogical approach
Education and Information Technologies,
Год журнала:
2024,
Номер
unknown
Опубликована: Окт. 11, 2024
Abstract
There
is
a
growing
consensus
that
AI
literacy
requires
holistic
lens,
including
not
only
technical
knowledge
and
skills
but
also
social
ethical
considerations.
Yet,
providing
education
for
upper-primary
students
remains
challenging
due
to
the
abstract
complex
nature
of
lack
pedagogical
experiences
in
schools.
Against
this
backdrop,
study
employs
design-based
research
(DBR)
methodology
develop
solutions
theoretical
knowledge.
Drawing
upon
theories
about
learning
sciences,
proposes
novel
approach,
namely,
embodied
constructionist
approach.
This
by
integrating
analogies
making,
forges
cyclical
understand–make–reflect
process.
Through
process,
gradually
comprehend
conceptual,
technical,
dimensions
AI,
towards
development
literacy.
approach
was
implemented
fine-tuned
authentic
classrooms
with
107
sixth
graders
over
two
years.
During
implementation,
variety
qualitative
data
were
collected
from
classroom
observation,
video-recording,
student
interviews
artifacts,
debriefings
teacher.
Using
case
studies
method,
uncovered
overall
progress
demonstrated
class
knowledge,
skills,
critical
reflections,
as
well
reflections
struggles
experienced
individual
students.
offers
an
age-appropriate
pedagogy
promote
inclusive,
crucial,
yet
under-examined
upper
primary
context.
It
highlights
potential
computational
thinking
(CT)
K-12
education,
while
contributing
cognition
constructionism
context
education.
Язык: Английский