This edited volume recognises the need to cultivate a critical and acute understanding of AI technologies amongst primary and elementary school children, enabling them to meet the challenge of a human- and ethically oriented management of AI technologies.
Focusing on school settings from both the national and international level to form comparative case studies, chapters present a robust conceptual and foundational framework within a global context as the idea of AI and our relationship to it advances apace. The book uses research garnered from interviews and observational data, qualitative and quantitative research, and theoretical findings gathered from single schools or institutions across the world. Providing an innovative perspective in promoting the importance of a critical, creative and ethical orientation based on aesthetic experiences, the book focuses on development in areas like visual arts, literature, environmental education, robotics, photography and screen education, movement and play.
Ultimately, the book responds to an urgent and time-sensitive call to provide guidance on AI to primary education researchers and will be of interest to academics, scholars and researchers in the fields of primary and elementary education, technology in education, children's rights education, and moral and values education more broadly.
Introduction Part 1. The relationship between new generations and AI technologies 1 The “compound” act of transformation: the case of AI 2 Fostering intellectual and ethical virtues in the age of Artificial Intelligence. The need for educators-in-the-loop 3 Artificial Intelligence and new perspectives for teaching/learning processes 4 Leading engagement and learning in, out and between digital and non-digital environments. Hybrid-transitions as a space for children’s agency 5 The dystopian threat of AI in primary education: looking towards a utopian postdigital ecopedagogy 6 Bolts or Brains: how elementary school children conceptualize A.I. and reason about issues of personal disclosure and privacy 7 The challenges of managing AItech: new educational needs for new generations Part 2. Fostering a critical relationship with AI technologies through aesthetic experiences 8 Aesthetic and techno-aesthetic experiences to educate school children in critical sensitivity and judgement 9 The contribution of visual aesthetic experiences conducted through AITech to educate critical and creative thinking in the primary school: the field of visual arts 10 AI, new forms of reading and agential children’s literature 11 Aesthetic experiences as a space of possibility 12 Towards a postmedia literacy: AI photographic filters, education, and self-representation 13 AI and robotics in education: catalysts and complexities 14 The use of artificial intelligence in various artistic researches on the problematization of physical space in relation to virtual space as a platformfor education 15 Educating through creativity with AI, with a view to the development of critical thinking Part 3. Educational projects in primary school 16 The Child –AI Rεlationship: the CAIRε research project educational experience 17 International call for AI Ethics: children draft their Ethical Charter on AI 18. Aesthetic experiences and immersive virtual environments: the IVE4Thinking educational project 19 Teaching the principles of artificial intelligence to Generation Z: the SMaILE-App mobile game application 20 The social robot Nao as an Intelligent Tutoring Robot: conducting the TCR test in primary schools 21 The VR research on educational contexts in Mexico, a critical review of the literature 22 Designing an artificial intelligence curriculum for primary schooling Conclusion. From experiences to educational practices: lead project for promoting a critical management of AItech
Emanuela Guarcello is Professor in Childhood and Primary Teachers Education, Department of Philosophy and Sciences of Education, University of Turin, Italy. Abele Longo is Senior Lecturer in Translation Studies, Department of Education, Middlesex University, UK.
