| 000 | 05272nam a22005535i 4500 | ||
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| 001 | 978-3-031-72790-0 | ||
| 003 | DE-He213 | ||
| 005 | 20251030113051.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 240918s2024 sz | s |||| 0|eng d | ||
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_a9783031727900 _9978-3-031-72790-0 |
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| 024 | 7 |
_a10.1007/978-3-031-72790-0 _2doi |
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| 050 | 4 | _aLC189-214.53 | |
| 072 | 7 |
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_aJN _2thema |
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| 100 | 1 |
_aArmony, Yoav. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _984603 |
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| 245 | 1 | 0 |
_aInevitability of AI Technology in Education _h[electronic resource] : _bFuturism Perspectives for Education for the Next Two Decades / _cby Yoav Armony, Orit Hazzan. |
| 250 | _a1st ed. 2024. | ||
| 264 | 1 |
_aCham : _bSpringer Nature Switzerland : _bImprint: Springer, _c2024. |
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| 300 |
_aXVI, 197 p. 42 illus., 41 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 505 | 0 | _aChapter 1. The story of technology in our life The characteristics of technology and its affect on us Inevitable technology -- Chapter 2. What causes technology to become inevitable? Methods for future research When does technology become inevitable? -- Chapter 3: Why does technology implementation fail in the education system? -- Chapter 4. - AI, VR & AI-Companion -- Chapter 5. What is Omni-Assistant Omni-Assistant -- Chapter 6. Omni-Assistant - feasible scenario in the education system -- Chapter 7. Could Omni-Assistant become 'inevitable' in the education system? -- Chapter 8. Omni-Assistant - desired scenario in the education system. | |
| 520 | _aThis book layouts historic and future perspectives at the introduction of technology into education systems: On the one hand, the book attempts to explain why despite numerous attempts, technology has struggled to integrate successfully into the education system for over a century; on the other hand, it explores whether this trend will persist in the foreseeable future, questioning if emerging technologies, like virtual reality or Gen-AI will ever be embraced by education systems worldwide, and introducing a hypothesis that these technologies will become inevitable so that education systems will have a little choice in adopting them. The underlying perspective is that education systems need to prepare for this new future and better start doing so now. The book encompasses three key areas: education, technology, and future studies, with a focus on how technology will shape the future of education. It begins by examining past failures of integrating technology into education, analyzing the reasons behind these setbacks. It progresses to assess the potential integration of future technologies (10-20 years from now), exploring a feasible scenario and the force implications on learning, teachers, and the system. Examining recent attempts to implement technology in education reveals numerous reasons for failure. A significant contributing factor appears to be inherent conflicts within the education system's fundamental structure. These conflicts, involving goals, curricula, organizational structure, pedagogy, and student management, prevent the system from embracing reforms or new technologies. Envisioning a future where technology will deeply 'know' the students, 'sense' their environment, 'understand' the context and the situation, 'explain' and 'advise' them on the best suitable behavior or activity, the book anticipates applications in education ranging from ensuring personal safety and health to enhancing knowledge acquisition and decision-making. As the book explores the potential inevitability of technology in education, it recognizes the transformative impact on teachers and students and outlines possible desire scenario to aid in preparation, such as, personalized education to better suit student's capabilities, needs, and desires; how to motivate students to learn in an environment where all tasks can be done by machines; ethical issues; the new role of the school, the educator, and the system, etc. This book is especially suitable for teachers, educators, public officials, and anyone interested in the future of education. | ||
| 650 | 0 |
_aEducational sociology. _958182 |
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| 650 | 0 |
_aEducational technology. _957244 |
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| 650 | 0 |
_aTeaching. _959247 |
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| 650 | 1 | 4 |
_aSociology of Education. _969758 |
| 650 | 2 | 4 |
_aDigital Education and Educational Technology. _968557 |
| 650 | 2 | 4 |
_aDidactics and Teaching Methodology. _970913 |
| 700 | 1 |
_aHazzan, Orit. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _984604 |
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| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031727894 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031727917 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031727924 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-031-72790-0 |
| 912 | _aZDB-2-EDA | ||
| 912 | _aZDB-2-SXED | ||
| 999 |
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