A Return to Teacherbot: Rethinking the Development of Educational Technology at the University of Edinburgh

Autor/inn/en	Breines, Markus Roos; Gallagher, Michael
Titel	A Return to Teacherbot: Rethinking the Development of Educational Technology at the University of Edinburgh
Quelle	In: Teaching in Higher Education, 28 (2023) 3, S.517-531 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Breines, Markus Roos) ORCID (Gallagher, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1825373
Schlagwörter	Universities; Foreign Countries; Teaching Methods; College Faculty; Educational Technology; Ethics; Professional Identity; Student Attitudes; Teacher Attitudes; College Students; Technology Uses in Education; Artificial Intelligence; Automation; Educational Policy; Educational Strategies; Departments; Humanities; Social Sciences; Engineering Education; Veterinary Medical Education; Science Education; United Kingdom (Edinburgh) + Suchen Sie Ihr Suchwort? University; Universität; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Unterrichtsmedien; Ethik; Schülerverhalten; Lehrerverhalten; Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Künstliche Intelligenz; Politics of education; Bildungspolitik; Lehrstrategie; Department; Abteilung; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Ingenieurausbildung; Naturwissenschaftliche Bildung
Abstract	In the market discourses of technological disruption, higher education institutions have routinely been positioned in deficit models and of anachronistic approaches to teaching at odds with the types of educational futures being presented by commercial organisations. Predominantly, automation technologies in the form of artificial intelligence are being promoted as the future of teaching. In this paper, on the other hand, we explore the prospects for using non-artificial intelligence automated agents in teaching and its impact on the teacher function at the University of Edinburgh. Through engagement with teachers, staff and students at the university, this research has identified use cases for bots, in what spaces they would be situated, and how they would supplement the teacher function. This paper argues that a community-driven approach combined with a sociomaterial conceptualisation can generate a shift from market discourses and to collaborative development of educational technologies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01