Call for Chapters: Teaching and Learning with AI, Robotics, and IoT in the Classroom: Challenges and Opportunities (Call for Chapters)
Organization: University of Bourgogne Franche-Comté
Event: Call for Chapters
Our world has been indelibly transformed by technology in so many ways and on so many levels. Before the 1960s and the creation of an IBM mainframe, traditional media such as books, newspapers, radio, and television held a vital role in the daily lives of many people throughout the world. Today, times have radically changed. And within the space of two short decades, some media have become obsolete and antiquated. Digital technologies have profoundly transformed society and advanced the way we communicate, stay informed and learn, more rapidly than any innovation in our history. And just when we were adapting to the twilight of this new digital era, it is now quietly acquiescing to the vast and exciting potential of quantum computing. In addition to this, Artificial Intelligence (AI) and robotics, as well as the Internet of Things (IoT) are revolutionizing our societies to the point that interacting with AI and receiving recommendations or information on where to eat and directions for how to get there have become matters of everyday habit and as simple as a text message on a smartphone.
Interest in the topic of Artificial Intelligence and Education (AIEd) has increased on a worldwide scale and in particular at the tertiary level, according to Hinojo-Lucena, et al. (2019) who posit in their bibliometric study that literature on the subject is still at an embryonic stage. The Horizon Report (2019), which is a reference in education technology, predicts that AI will be implemented in higher education within a period of four to five years. Notwithstanding, some critics like Schiff (2020), caution that there are risks associated with AIEd and that gatekeeping strategies are required to ensure socially responsible research and implementation methods.
Nevertheless, as Guan, Mou, et al. (2020) illustrate in their twenty-year data-driven historical analysis, research in the area of AIEd has in fact flourished. In our classrooms and at all levels from primary to tertiary, many forms of technology are omnipresent and interaction between students and AI has become commonplace. Robots from “futuristic” films like Terminator, I Robot, and Wall-E may quickly come to mind; however, AI explorations have paved a path to bring many functional, more appealing or humanized and emotionally sensitive robots such as Pepper, Nao, Beatbots, Tega, and Kaspar to life in the classroom. The pace of this technological change sweeping boldly across society is breathtaking—and it is taking us from the digital age and bit-based technology towards a new reality and a new AI-driven era, whereby machine learning algorithms, as well as new computing architectures, such as exponential quantum computing and neuromorphic chips which all function very differently in comparison to our now basic digital computers.
The aim of this book is to explore the pragmatic, functional, and didactic use of AI, robotics, and IoT in the classroom from primary to tertiary levels, whilst not only considering the various challenges teachers and students must face but also focusing on the diverse opportunities AI, robotics and IoT can offer in a variety of learning contexts across the globe. We are seeking previously unpublished research and the relevant topics of interest include, but are not limited to the following:
This interdisciplinary collection addresses a wide range of topics based on AI, the IoT and robot use in the classroom. It is meant for various readers that include teachers, students, and researchers who are interested in how the various forms of AI, the IoT, and robotics can be used in the classroom from primary educational contexts to the tertiary level. The scope of the book is not limited to professionals but rather, it is also written to be accessible to people who are seeking to understand this new and exciting Fourth Industrial Revolution technology and its' impact on futuristic education that is actually happening today.
List of Topics
AI, robotics or IoT teaching practices from primary to tertiary levels
Assessment and testing (formative and summative) using AI and/or robotic interaction
Training and personalized diagnostic exercises with AI or robotic instruction
AI, robotics, and ludology (game-based teaching and learning) in the classroom
Virtual Technology (VT) or Virtual Lands (VL) use in the classroom
Teaching with other means of interacting with AI (ex: Google glasses / IoT / AR technology…)
Teaching and learning STEM (Science, Technology, Engineering, and Math) with AI or robots
Translanguaging/multilingual practices (including code-switching) using AI in the classroom
AI and robotics for cultural, linguistic, and physical education (movement) in the classroom
Learner voices, beliefs, and perceptions of AI, robotic interaction, and technology in the classroom
Contributors are invited to submit articles in any of the aforementioned categories. Methodological approaches can include qualitative studies, quantitative studies, and mixed-methods studies. Theoretically-oriented papers should offer a solid conceptual discussion targeting classroom practices involving teaching/learning with AI, robot or IoT interaction.
Contributors should submit an abstract in a word document with a title, a 1,000-word abstract, including the envisaged methodology, partial bibliography, and a short 50-word bio (for each author)
Call for chapters 29/03/2021
Submission of 1,000-word abstract 30/06/2021
Decision to authors (abstract) 30/07/2021
Submission of first draft 30/08/2021 (original work, no longer than 6000 words)
Notification to authors (first review) 30/09/2021
Submission of second draft 30/10/2021
Second review of chapters 30/11/2021
Notification of acceptance/refusal to authors 30/01/2022
Expected publication date 25/04/2022
This collection of research will be published in open access by Research-publishing.net (| http://research-publishing.net | @r_publishing |).
Dana Di Pardo Léon-Henri