This volume illuminates the transformative potential of Artificial Intelligence (AI) in shaping the future of learning, particularly in terms of advancing quality and inclusion across educational settings. It explores the diverse ways AI technologies can be harnessed to enhance pedagogical practices, enrich learning experiences, improve educational outcomes, widen access to quality knowledge sources, and empower minds for all. It thereby aligns with the broader objectives of promoting education quality and inclusion for all as outlined in the United Nations' SDG4 - Education 2030 agenda. This book combines multidisciplinary perspectives, offering a comprehensive view on AI in Education (AIED) practices geared towards quality and inclusion. Through a curated collection of evidence-based research, the volume offers pragmatic insights into the intricate AIED nexus.
Part I. Overview and Global Perspectives.
Chapter
1. Innovative
Approaches: Advances in Artificial Intelligence in Education.
Chapter
2. A
Desk Review of Generative AI in K-12 Education: Current State of Knowledge
and Global Integration Approaches.
Chapter
3. Beyond the Basics: Unravelling
AI Education Policies and Practices in Asia-Pacific.- Part II. Teacher
Preparation and Professional Development.
Chapter
4. Teachers' AI
Competency: Reflecting TPACK Implications for Quality and Inclusion.- E-TPCK:
Teachers developing knowledge of Artificial Intelligence through quality
engagement.
Chapter
6. Australian initial teacher educators perspectives on
artificial intelligence.
Chapter
7. Who Is Guiding This Ship?: Disciplinary
Professional Organisations Guidance for Teachers Using Generative Artificial
Intelligence to Develop Culturally Responsive Materials.
Chapter
8.
Enchanting Learning: Generative AI and Fairy Tale Interpretations in Teacher
Education.
Chapter
9. Teacher-led innovations with generative AI: A case
study of Australian teachers.- Part III. Age-Appropriate AI Education and
Curricula.
Chapter
10. Building Foundations: AI literacy for young
children.
Chapter
11. AI curricula in primary and early childhood education:
A cross country analysis of implementation.
Chapter
12. Develop an
Artificial Intelligence (AI) Literacy program for Lower Primary School
Students in the AI Era: Suggestions for Primary School Teachers.
Chapter
13.
Computational Thinking in Engineering Design (CTED): An Inclusive Teaching
and Learning Framework for Early Childhood STEAM Education in the Industrial
4.0 Era.
Chapter
14. Concealing Machine Learning Concepts from K-12
Students.- Part IV. AI-Enhanced Pedagogy and Subject-Specific Applications.-
Chapter
15. Signature pedagogies for AI: Exploring Multidisciplinary Case
Studies and Pedagogical Implications.
Chapter
16. AI Literacy and
Differentiated Learning in Programming among Lower Secondary School Students
Interacting with LLMs.
Chapter 17.- Using Chatbots to empower mathematics
learning.
Chapter
18. Leveraging Artificial Intelligence in Education: A
Pathway to Enhanced Teaching and Learning in Schools.
Chapter
19. EFL
Students' Attitudes and Contradictions in a Machine-in-the-loop Writing
Activity System.- Part V. AI-Driven Learning Platforms and Assessment.-
Chapter
20. Scaffolding problem solving: An AI approach.
Chapter
21. Reverse
Engineering Lesson Planning using AI with Novice Pre-service Teachers.-
Chapter
22. Reconceptualising Higher Education Learning and Assessment in the
Era of AI: New Approaches, New Capabilities.
Chapter
23. Collaborative
Natural Language Processing for Automatic Scoring of Open-ended Questions in
Science Education.- Part VI. Equity, Inclusion, and Social Considerations.-
Chapter
24. Transformation of communication in school environments through
the application of generative AI on an informed basis.
Chapter
25. Enhancing
Digital Learning Capabilities in the Context of Generative AI in Rural
Communities: Empowerment through Learning Support in a Japanese Island
Setting Using the Capability-Driven Digital Education Framework.
Chapter
26.
Exploring the potential of AI in nurturing learner empathy, pro-social values
and environmental stewardship.
Chapter
27. Understanding the Double-Edged
Sword: Student Perspectives on Generative AI and Gender Inclusion in Primary
and Secondary Schools (Preparatory- Year 11).
Chapter
28. Evaluation of
ChatGPT's Role in Personalised Learning within the Universal Design for
Learning Framework.
Chapter
29. Teachers perspective on AI-based
Multi-Agent Simulation Design to Combat School Bullying.
Chapter
30.
Integrating Generative AI with digital learning tools for inclusive
education.- Part VII. Current and Future Directions.
Chapter
31. Current and
Future Direction of AI in Education.
Dr Tianchong Wang is a Senior Lecturer in STEM in Innovative Education Futures at Flinders University's College of Education, Psychology and Social Work. He holds an EdD from the Chinese University of Hong Kong, an MSc from the University of Hong Kong, and a BA from Hong Kong Baptist University, along with various ICT qualifications. His work centres on technology-enhanced learning and teaching, with a particular focus on Artificial Intelligence (AI) in Education. Tianchong is an Associate Editor for Education and Information Technologies, a Q1 SSCI journal. He developed and taught Hong Kongs first master-level course on AI in Education at the University of Hong Kong in 2020. An advocate for the UN's SDG4, Tianchongs research aims to enhance education equity, quality, and inclusiveness, foster positive change in learning environments, and empower educators and learners in underprivileged communities. He actively engages with international and regional stakeholders such as UNESCO, The World Bank Group, and The Commonwealth of Learning in various capacities. In 2016, Tianchong co-developed UNESCO's framework for quality blended learning adoption and contributed to large-scale development projects addressing urbanrural disparities in STEM education quality in developing Asia. He also authored UNESCOs reports on transforming teaching and learning with new digital technologies in 2022, and served as Consultant and Chief Rapporteur for UNESCOs roundtable on generative AI and education in AsiaPacific in 2023, and recently worked as an international expert for UNESCOs Fostering STEM Education in Africa and Small Island Developing States (SIDS) initiative. Tianchong is committed to empowering girls in STEM and is co-CI of the 2023 Google Award for Inclusion Research, promoting female inclusion in generative AI in K-12 schools in Australia. Besides research, he conducts teacher capacity-building activities in the Global South. His media commentaries on AI in education have been featured in international higher education platforms and national media outlets, contributing to public understanding of this fascinating field.
Professor Therese Keane has been a champion for empowering girls in STEM for over 30 years. Currently she is the Associate Dean of Research and Industry Engagement, and Professor of STEM Education at La Trobe Universitys School of Education in Melbourne Australia. Her passion and many achievements have been acknowledged by her peers in her receiving numerous international, national and state awards. She has worked in a variety of school settings where she has taught IT and lead in K-12 education as the Director of ICT. Her Doctorate in Education focused on ICT Leadership in schools. Thereses research and expertise lie at the intersection of ICT issues related to children, young people, teachers, parents, principals, ICT education, educational technologies, technological innovations, and gender in computing. Her work is interdisciplinary and theoretically robust but at its core is a concern with how various educational settings (early education, primary and secondary schools) and their stakeholders learn, use and teach with and about breakthrough technologies alongside new innovations, as well as the way it is negotiated, integrated and even, at times, resisted. In pursuing these research interests, she continues to investigate several diverse avenues for research such as educational, humanoid, social robots; AI; computational thinking; computing education; children and programming; virtual reality and how these technologies are used by children and by extension educational stakeholders. Therese has served on several State, National and International Boards including; Chair of Australian Computer Societys (ACS) ICT Educators Committee, Australian Council of Computers in Education (ACCE) and Australian Representative for the International Federation of Information Processing (IFIP) Technical Committee on Education (TC3). Currently, she is the Chair for IFIP TC3 (Education). Therese is also Editor in Chief for Education and Information Technologiesthe official journal of the IFIP Technical Committee on Education covering the complex relationship between information and communication technologies and education. Throughout her career, Therese has also been an office holder in three professional teaching associations, the Victorian Information Technology Teachers Association (VITTA), Information and Communications Technology in Education Victoria (ICTEV) and the Digital Learning & Teaching Victoria (DLTV). Therese has presented numerous seminars and workshops for teachers involved in the teaching of Information Technology. She has written 18 textbooks in all units of VCE (Victorian Certificate of Education) Senior Information Technology in Victoria since 1995 and has worked with the Victorian Curriculum and Assessment Authority (VCAA) in the development of the VCE IT Study Design and various roles associated with VCE assessment over the past 25 years. Therese has been involved in the provision of professional development to ICT teachers and research into the use of technology, gender inequalities in STEM based subjects, robotics in education and computers in schools for teaching and learning purposes.
