Search

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset., Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C. M., Romero-Hall, E., Koutropoulos, A., Toquero, C. M., Singh, L Tlili, A., Lee, K., Nichols, M., Ossiannilsson, E., Brown, M., Irvine, V., Raffaghelli, J. E., Santos-Hermosa, G Farrell, O., Adam, T., Thong, Y. L., Sani-Bozkurt, S., Sharma, R. C., Hrastinski, S., & Jandrić, P. (2023). Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130. https://doi.org/10.5281/zenodo.7636568

Technology has shaped people’s lifestyles globally. Today, the majority of the world’s population seeks help through technology as a portal to learning with the wide variety of learning materials available. Women in both developed and developing countries can access learning through technology, yet the scholarly community do not have an up-to-date collective view of how technology is being used to provide learning materials to empower women around the world. Therefore, this systematic review included an aggregated and qualitative synthesis to investigate extant empirical work over five years, 2017-2021. Following a rigorous PRISMA selection process, 40 articles were included in the final analysis from 80 countries. The findings reveal that the majority (60%) of studies took place in Sub-Saharan Africa. From the grounded coding, five industries emerged as areas providing empowerment through the learning materials: health, agriculture, environment, entrepreneurship, and communication. Women were empowered by learning in three main areas: health, communication, and entrepreneurship. This study provides information for funders, policymakers, advocates, and women. This study revealed areas in need of future research, including additional systematic reviews to explore gray literature not published in scholarly outlets and academic publications published in non-English language journals., Tabasum Niroo, W., & Crompton, H. (2022). Women's empowerment through learning using technology. Asian Journal of Distance Education, 17(2), 135-152. https://doi.org/10.5281/zenodo.7117324

Enterprise is increasingly seen as a key factor in the successful regeneration of areas of deprivation and communities. Partners within the public sector, including regional development agencies, local authorities and educational institutions, are tasked with developing innovative ways to do this. One problem that faces policy makers and implementers is that we do not currently have a shared understanding of what is meant by ‘enterprise’. A basic way of defining enterprise might be as starting a business, becoming self employed, as venture founding, or entrepreneurship. However, a broader definition encompasses notions of enterprise culture, behaviours, attributes and capabilities. This Report focuses on the first definition but the analysis has relevance for understanding the latter.\ud \ud Six Pilot projects were commissioned by Manchester and Salford City Councils on behalf of the Manchester & Salford Enterprise Board to support people that are currently out of the labour market to help them to consider enterprise and self-employment as an option. The University of Salford in collaboration with Manchester Metropolitan University were commissioned to evaluate these projects. The evaluation work was funded by the North West Regional Development Agency.\ud \ud The findings of the evaluation are centred on a Model for Developing an Enterprise Culture in Deprived Communities. The key message of the model is that commissioners of enterprise support need to work together to ensure that an integrated pathway is in place to move people along the enterprise journey. The model proposes seven key themes: \ud \ud •Creating enterprise readiness including critical understanding of business opportunities\ud •Raise financial, human and social capital\ud •Engage the disadvantaged through enterprising ‘lifeplanning’\ud •Adopt a ‘lifecourse’ approach to resource development\ud •Integrate services with a range of non-business agencies\ud •Support the management of longer-term risks\ud •Commission an integrated and innovative enterprise pathway\ud \ud We evaluated the six pilot projects against these themes. Individually, none of the pilots delivered support that covered all of these themes, but when taken together the pilots provided support that covered some aspects of the model. In particular, the pilots created enterprise readiness through raising aspirations and confidence, some elements of human and social capital, ‘lifeplanning’ and some good partnership working. \ud \ud The pilots were not so strong, however, in developing a critical understanding of business opportunities, supporting the management of longer-term risks and raising financial capital. This was largely because this is not what the pilots were commissioned to deliver. The commissioning process, whilst displaying elements of innovation and collaboration, did not set out to commission an integrated and innovative enterprise pathway. \ud \ud In light of this the report concludes that in order to create a system of support that can help move disadvantaged groups along their enterprise journey it is absolutely crucial that those commissioning initiatives collaborate to ensure that all seven elements of the model are included in integrated and innovative enterprise pathway.

Funder: EdTech Hub, Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID‐19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K‐12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet‐based and non‐Internet based, with the majority using Internet‐based technologies. Practitioner notes: What is already known about this topic The COVID‐19 pandemic has caused school closures across the globe and prevented in‐person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K‐12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K‐12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K‐12 teachers, school leaders policymakers, and funders in the continuing COVID‐19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle‐income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.

Cases of Digital Technologies and Learners at the Margins John Traxler, Helen Crompton ... initiatives, and is still insufficient to respond to the challenges posed by the current mobilecentric post-truth era. ... American Library Association. ... The impact of public access to ICTs: Findings from a five-year, eight-country study .