Instructions to apply below. Edited by: Dana Di Pardo L\u00e9on-Henri.<\/p>\n\n\n\n
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 smart phone.<\/p>\n\n\n\n
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.<\/p>\n\n\n\n
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 student and AI has become commonplace. Robots from \u201cfuturistic\u201d 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\u2014and 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.<\/p>\n\n\n\n
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:<\/p>\n\n\n\n
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.<\/p>\n\n\n\n
Potential 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) in .docx or.doc format1 to sylvie.thouesny@research-publishing.net before June 30, 2021.<\/p>\n\n\n\n
Authors of successful abstracts will be invited to submit original and previously unpublished papers (no longer than 6000 words all inclusive) by 30 August, 2021, which will then be sent out for open peer review. In line with the international diverse spirit of languages, we encourage the submission of papers that study in all foreign languages classrooms across the globe. Abstracts will be reviewed by the Editor to ensure proper fit within the scope of this collection. Full manuscripts will undergo an open peer-review by the reviewing committee, and the Editor will ensure quality with respect to research content.<\/p>\n\n\n\n
\u0002 Call for chapters 29\/03\/2021
\u0002 Submission of 1,000-word abstract 30\/06\/2021
\u0002 Decision to authors (abstract) 30\/07\/2021
\u0002 Submission of first draft 30\/08\/2021 (original work, no longer than 6000 words) \u0002 Notification to authors (first review) 30\/09\/2021
\u0002 Submission of second draft 30\/10\/2021
\u0002 Second review of chapters 30\/11\/2021
\u0002 Notification of acceptance\/refusal to authors 30\/01\/2022
\u0002 Expected publication date 25\/04\/2022<\/p>\n\n\n\n
This collection of research will be published in open access (| http:\/\/research-publishing.net | @r_publishing |) and in the event that funding is not secured, a publication fee of 225 euros per manuscript will apply.<\/p>\n\n\n\n
1 Please save your file as follows:
Last Name_ First Name_Title and in the subject line of your email, please include the following: TL-ARI _Your Initials_Title<\/p>\n","protected":false},"excerpt":{"rendered":"
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