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For purposes of this OER, perhaps the first question needing an answer is what is artificial intelligence? In 2007, John McCarthy of the Computer Science Department at Stanford University defined AI as, “…the science and engineering of making intelligent machines, especially intelligent computer programs. It is related to the similar task of using computers to understand human intelligence, but AI does not have to confine itself to methods that are biologically observable” (McCarthy, 2007).
For purposes of this OER, and to avoid unnecessary tendencies to deviate from the questions at hand, artificial intelligence will refer to any technological device or method, used int he classroom, as a learning or teaching tool. This will include any desktop or hand-held device or mechanism that allows or enhances access to information or data for students and teachers for the purpose of achieving mastery of defined educational goals and objectives.
Techemergence is an artificial intelligence market research and media platform. In an article written for their website, Daniel Faggella wrote, “AI’s digital, dynamic nature also offers opportunities for student engagement that cannot be found in often out-dated textbooks or in the fixed environment of the typical four-walled classroom. In synergistic fashion, they each have the potential to propel the other forward and accelerate the discovery of new learning frontiers and the creation of innovative technologies” (Faggella, 2017).
In classrooms today different forms of AI are being introduced, or have been for some time. Faggella notes several AI platforms in his article including, Smart Content, Intelligent Tutoring Systems, and Visual Facilitators and Learning Environments. These are only three of a wide variety of AI systems available on the market today.
Likely the most common of the above cited AI platforms is Smart Content. More and more publishers are providing digital versions of learning materials for use in classrooms. This allows students and teachers to have digital access to textbooks, materials and other resources. Access can be easily obtained via almost any device with access to the internet. Another valuable resource are Intelligent Tutoring Systems. These programs allow for individual study and research by students, that replace or supplement one-to-one tutoring provided by an actual human being.
As stated, the above mentioned platforms are only three of a plethora of those on the market today. The purpose of this OER is not to discuss any or all of the platforms, or divert into the advantages or disadvantages of any. This OER is designed to address the use of artificial intelligence as a whole in our educational institutions and to inspire discussion on the immersion of such technologies in the pedagogy paradigms of our schools. Proceeding through this work will hopefully enable the reader to be more open, if not open already, to the use and acceptance of technology in the classroom, a willingness to understand how that technology can be used not only to enhance learning of specified learning objectives, but to encourage its use in a lifetime of learning and intellectual exploration by students and teachers alike.