AI and Education in China

Imagining the Future, Excavating the Past
1. Auflage 2023
ISBN: 978-1-032-44951-7
Verlag: Routledge

Buch, Englisch, 158 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 411 g

This book explores the relationships between artificial intelligence (AI) and education in China.

It examines educational activity in the context of profound technological interventions, far-reaching national policy, and multifaceted cultural settings. By standing at the intersection of three foundational topics – AI and the recent proliferation of data-driven technologies; education, the most foundational of our social institutions in terms of actively shaping societies and individuals; and, finally, China, which is a frequent subject for dramatic media reports about both technology and education – this book offers an insightful view of the contexts that underpin the use of AI in education, and promotes a more in-depth understanding of China.

Scholars of educational technology and digital education will find this book an indispensable guide to the ways new technologies are imagined to transform the future, while being firmly grounded in the past.

Zielgruppe

Academic, Postgraduate, Professional Reference, and Undergraduate Advanced

Autoren/Hrsg.

Knox, Jeremy

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Mathematik | Informatik EDV | Informatik Informatik Künstliche Intelligenz
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

1 Introduction 2. Policy, governance, and the state 3. Innovation, entrepreneurialism, and private enterprise 4. ‘Double reduction’ and the return of the state 5. Cities, regions, and rural divides 6. ‘Talent’ and the international flow of AI expertise 7. Personalisation, subjectivity, and the Chinese ‘self’ 8. Conclusions

Über Autor(innen)

Jeremy Knox is Senior Lecturer at the University of Edinburgh and Co-director of the Centre for Research in Digital Education. His research interests include the relationships between education, data-driven technologies, and wider society, and he has led projects funded by the Economic Social Research Council (ESRC) and the British Council in the UK. Jeremy’s published work includes Posthumanism and the MOOC: contaminating the subject of global education in 2016.