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Participatory design is a well-known approach that involves stakeholders in designing technologies and other innovations. In education, participatory design is especially advocated for involving students with special needs. However, less attention has been paid to how participatory design can help in collaborations with teachers. This paper presents a systematic literature review of participatory design studies conducted between 2007 and 2017 that involved teachers. A comprehensive compilation of studies was collected from fourteen search engines and databases. Participatory design studies that involved teachers were analysed, organised and synthesised to produce an overview of the studies. The studies were organised into three thematic categories by research topics: (1) environments, (2) practices, and (3) technologies. Studies focusing on "environments" included for example teacher involvement in designing physical buildings and technologies that were integrated into the environment. Studies focusing on "practices" considered professional communities, instructional planning, and professional development programmes. Studies focusing on technologies included for example teacher involvement in designing assessment and monitoring tools, educational games, learning and teaching applications, security and safety technologies, and technology for special needs. This systematic literature review provides a solid starting point for future participatory design research involving teachers.

Participatory design is a well‐known approach that involves stakeholders in designing technologies and other innovations. In education, participatory design is especially advocated for involving students with special needs. However, less attention has been paid to how participatory design can help in collaborations with teachers. This paper presents a systematic literature review of participatory design studies conducted between 2007 and 2017 that involved teachers. A comprehensive compilation of studies was collected from fourteen search engines and databases. Participatory design studies that involved teachers were analysed, organised and synthesised to produce an overview of the studies. The studies were organised into three thematic categories by research topics: (1) environments, (2) practices, and (3) technologies. Studies focusing on environments included for example teacher involvement in designing physical buildings and technologies that were integrated into the environment. Studies focusing on practices considered professional communities, instructional planning, and professional development programmes. Studies focusing on technologies included for example teacher involvement in designing assessment and monitoring tools, educational games, learning and teaching applications, security and safety technologies, and technology for special needs. This systematic literature review provides a solid starting point for future participatory design research involving teachers. [ABSTRACT FROM AUTHOR]

Schools play a crucial role in preparing students for a technology‐driven world. Although schools incorporate technology for teaching and learning in promising ways, reviewing their organisational strategies would enhance their digital capacity—namely, the effective integration of technology in teaching and learning practices. This article presents insights for improving schools' digital capacity provided by school leaders, teachers, and students from fourteen European countries, through open‐ended questions on the SELFIE online tool for collective reflection. This article presents the thematic analysis conducted on 5247 excerpts collected through SELFIE questionnaires, referring to participants' perceptions of their schools' digital infrastructure, the usefulness of technology for teaching and learning, and the perceived need to make the most of technology. Findings align with international studies, which confirm that schools' digital infrastructure still needs improving, while teachers need more training on embedding technology in their teaching practices. Findings also reveal differences in school leaders, teachers, and students' viewpoints and experiences on technology use in their schools. Comparing viewpoints and experiences regarding a school's digital capacity by using a comprehensive and structured process of collective reflection, the SELFIE tool is unique within the field and can offer insights to school communities, education policymakers and researchers. [ABSTRACT FROM AUTHOR]

In light of fast‐growing popular, political and professional discourses around AI in education, this article outlines five broad areas of contention that merit closer attention in future discussion and decision‐making. These include: (1) taking care to focus on issues relating to 'actually existing' AI rather than the overselling of speculative AI technologies; (2) clearly foregrounding the limitations of AI in terms of modelling social contexts, and simulating human intelligence, reckoning, autonomy and emotions; (3) foregrounding the social harms associated with AI use; (4) acknowledging the value‐driven nature of claims around AI; and (5) paying closer attention to the environmental and ecological sustainability of continued AI development and implementation. Thus, in contrast to popular notions of AI as a neutral tool, the argument is made for engaging with the ongoing use of AI in education as a political action that has varying impacts on different groups of people in various educational contexts. [ABSTRACT FROM AUTHOR]

Recent developments in Artificial Intelligence (AI) have generated great expectations for the future impact of AI in education and learning (AIED). Often these expectations have been based on misunderstanding current technical possibilities, lack of knowledge about state‐of‐the‐art AI in education, and exceedingly narrow views on the functions of education in society. In this article, we provide a review of existing AI systems in education and their pedagogic and educational assumptions. We develop a typology of AIED systems and describe different ways of using AI in education and learning, show how these are grounded in different interpretations of what AI and education is or could be, and discuss some potential roadblocks on the AIED highway. [ABSTRACT FROM AUTHOR]

Over the last two decades, 21st century competences and socio‐emotional skills have become a major focus in educational policy. In this article, skills for the 21st century, soft skills, as well as social and emotional skills, are contextualised in the context of technological change, machine learning, and the ethics of artificial intelligence. The use of data‐driven AI technologies to model and measure these skills—in this article defined as non‐epistemic competence components—can lead to major social challenges that have important implications for educational policies and practices. A moratorium on the use of data on these competence components in machine learning systems is proposed until the society‐wide impact is better understood. [ABSTRACT FROM AUTHOR]

Education is a unique area for application of artificial intelligence (AI). In this article, the augmentation perspective and the concept of hybrid intelligence are introduced to frame our thinking about AI in education. The involvement of quadruple helix stakeholders (i.e., researchers, education professionals, entrepreneurs, and policymakers) is necessary to understand the opportunities and challenges of different educational use cases from an integrated point of view. To facilitate a meaningful dialogue, a common language about AI in education is needed. This article outlines elements of such a common language. The detect‐diagnose‐act framework is used to describe the core functions of AI in education. The six levels of automation model is introduced to develop our thinking about the roles of AI, learners, and teachers in educational arrangements. In this model, the transition of control between teacher and technology is articulated at different levels and related to the augmentation perspective. Finally, the future of AI in education is discussed using self‐regulated learning as an example. The proposed common language will help to support a coordinated development of an interdisciplinary dialogue between quadruple helix stakeholders to strengthen meaningful application of AI for learning and teaching. [ABSTRACT FROM AUTHOR]

Machine learning and other artificial intelligence (AI) technologies are predicted to play a transformative role in primary education, where these technologies for automation and personalization are now being introduced to classroom instruction. This article explores the rationales and practices by which machine learning and AI are emerging in schools. We report on ethnographic fieldwork in Sweden, where a machine learning teaching aid in mathematics, the AI Engine, was tried out by 22 teachers and more than 250 primary education students. By adopting an Actor‐Network Theory approach, the analysis focuses on the interactions within the network of heterogeneous actors bound by the AI Engine as an obligatory passage point. The findings show how the actions and accounts emerging within the complex ecosystem of human actors compensate for the unexpected and undesirable algorithmic decisions of the AI Engine. We discuss expectations about AI in education, contradictions in how the AI Engine worked and uncertainties about how machine learning algorithms 'learn' and predict. These factors contribute to our understanding of the potential of automation and personalisation—a process that requires continued re‐negotiations. The findings are presented in the form of a fictional play in two acts, an ethnodrama. The ethnodrama highlights controversies in the use of AI in education, such as the lack of transparency in algorithmic decision‐making—and how this can play out in real‐life learning contexts. The findings of this study contribute to a better understanding of AI in primary education. [ABSTRACT FROM AUTHOR]