Suchergebnisse

Artificial intelligence (A.I.) brings new opportunities for social construction. This phenomenological research attempted to analyze the phenomenon of artificial intelligence in education, grounding in American philosophy, with a review of the history of A.I. in education, its promise, and possible futures. The primary purpose of the study was to share voices and lived experiences of educators, philosophers, industrialists and politicians toward the coming high-tech society. Fundamental to this philosophical inquiry was Heideggerian interpretive phenomenology. The findings from eight intellectuals participating in this study elucidated five themes of the investigated phenomenon. Together these empirical indicators, and an outline of philosophy of technology, the philosophy of technology in education was also suggested. The study proposed a framework for teachers and AIED stakeholders to get ready, get involved and take advantage for the coming A.I. revolution. Recommendations for future research should explore more Heideggerian phenomenological method and researchers in education and A.I. could utilize the proposed framework both quantitatively and qualitatively, not only in conceptual design, but also in the construct of datasets.