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Education Sciences
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The Digitalized K-12 Classroom in the Age of AI, Analytics...
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The Digitalized K-12 Classroom in the Age of AI, Analytics and IoT

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (15 February 2023) | Viewed by 22795

Special Issue Editors

Prof. Dr. Staffan Selander

E-Mail Website
Guest Editor
Department of Computer and Systems Sciences, Stockholm University, 114 19 Stockholm, Sweden
Interests: distributed designs for learning; technology enhanced learning; innovation scaling; knowledge representations; cultures of recognition; multimodality and applied hermeneutics
Dr. Jalal Nouri

E-Mail Website
Guest Editor
Department of Computer and Systems Sciences, Stockholm University, 114 19 Stockholm, Sweden
Interests: learning analytics; artificial intelligence for education; programming education (computational thinking); mixed reality environments for learning; 21st-century skills

Special Issue Information

Dear Colleagues,

Schools around the world have been digitalized as a reflection of an overall societal digitalization. Digital technologies have been integrated into many classrooms and have become as natural for educational practices as any other historical tool in schools. In the meantime, however, research and technology development is taking place at a rapid pace, further advancing the imaginaries of the future classroom. Examples of such development strands are AI, learning analytics, and IoT for education. For this Special Issue, we welcome authors to submit papers that relate to, on the one hand, emergent advanced technologies, and, on the other hand, how they can or have been employed to transform and support K-12 education with a particular focus on classroom practices. As such, we welcome theoretical papers that provide critical or conceptual ideas as well as empirical work that showcase the potentials of the emerging advanced technologies for future classrooms. What role can AI have in supporting teachers’ daily work or for supporting students’ learning? How can IoT be utilized to support classroom work? How can learning analytics be utilized in K-12 education? These are examples of questions and aspects we foresee that this Special Issue will address.

Prof. Dr. Staffan Selander
Dr. Jalal Nouri
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • K-12 Education
  • AI
  • learning analytics
  • IoT
  • advanced technologies
  • future classrooms

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Published Papers (4 papers)

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Research

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19 pages, 308 KiB  
Article
Preliminary Evaluation of a Mobile, Web-Based Coaching Tool to Improve Pre-K Classroom Practices and Enhance Learning
by Caroline Christopher, Sandra Jo Wilson, Mary Wagner Fuhs, Carolyn Layzer and Sophie Litschwartz
Educ. Sci. 2023, 13(6), 542; https://doi.org/10.3390/educsci13060542 - 25 May 2023
Viewed by 1471
Abstract
Educators rely on professional development to improve instruction. Research suggests that instructional coaching which utilizes specific coaching practices, such as classroom observation followed by debriefing and goal setting, and integrated strategies such as co-teaching, bring about significant change in instructional practices. The goal [...] Read more.
Educators rely on professional development to improve instruction. Research suggests that instructional coaching which utilizes specific coaching practices, such as classroom observation followed by debriefing and goal setting, and integrated strategies such as co-teaching, bring about significant change in instructional practices. The goal of this study was to gauge whether or not the use of a web-based data collection and coaching tool led to changes in focal classroom practices and whether or not improving those practices was, in turn, related to students’ academic and self-regulation gains across the prekindergarten year. To examine the implementation and impact of the coaching app, researchers conducted a cluster-randomized trial, comparing the classroom practices of teachers receiving business-as-usual coaching to those being coached with the app. Classroom observation data showed no significant differences in teachers’ practices across the school year, and student achievement did not differ between conditions. Qualitative data from coach interviews, however, revealed that coaches using the app were more likely to employ integrated coaching strategies associated with improving instruction. The lack of differences in terms of teachers’ practices and students’ assessment gains may be due to a lack of statistical power and inconsistent professional development implementation associated with ongoing disruptions due to the pandemic. Further research examining the effectiveness of educational technologies supporting professional development is needed. Full article
(This article belongs to the Special Issue The Digitalized K-12 Classroom in the Age of AI, Analytics and IoT)
18 pages, 3627 KiB  
Article
Validation of Rubric Evaluation for Programming Education
by Daisuke Saito, Risei Yajima, Hironori Washizaki and Yoshiaki Fukazawa
Educ. Sci. 2021, 11(10), 656; https://doi.org/10.3390/educsci11100656 - 19 Oct 2021
Cited by 13 | Viewed by 3667
Abstract
In evaluating the learning achievement of programming-thinking skills, the method of using a rubric that describes evaluation items and evaluation stages is widely employed. However, few studies have evaluated the reliability, validity, and consistency of the rubrics themselves. In this study, we introduced [...] Read more.
In evaluating the learning achievement of programming-thinking skills, the method of using a rubric that describes evaluation items and evaluation stages is widely employed. However, few studies have evaluated the reliability, validity, and consistency of the rubrics themselves. In this study, we introduced a statistical method for evaluating the characteristics of rubrics using the goal question metric (GQM) method. Furthermore, we proposed a method for measuring four evaluation results and characteristics obtained from rubrics developed using this statistical method. Moreover, we showed and confirmed the consistency and validity of the statistical method using the GQM method of the resulting developed rubrics. We show how to verify the consistency and validity of the rubric using the GQM method. Full article
(This article belongs to the Special Issue The Digitalized K-12 Classroom in the Age of AI, Analytics and IoT)
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12 pages, 1382 KiB  
Article
Differences in Graphomotor Skills by the Writing Medium and Children’s Gender
by Boram No and Naya Choi
Educ. Sci. 2021, 11(4), 162; https://doi.org/10.3390/educsci11040162 - 1 Apr 2021
Cited by 5 | Viewed by 3514
Abstract
Factors of graphomotor skills may serve as indicators to determine a writer’s handwriting proficiency or acclimation to different writing surface textures. This study examines differences in children’s graphomotor skills based on types of writing medium and gender. Participants were 97 six-year-old Korean preschool [...] Read more.
Factors of graphomotor skills may serve as indicators to determine a writer’s handwriting proficiency or acclimation to different writing surface textures. This study examines differences in children’s graphomotor skills based on types of writing medium and gender. Participants were 97 six-year-old Korean preschool children who had not received formal writing training prior to the study. Writing tasks were completed on a tablet screen and paper. Writing samples were analyzed using the Eye and Pen software to investigate spatial, temporal, and pressure exertion exhibited during the writing tasks. A repeated measures ANOVA revealed differences in graphomotor skills such as print size, writing speed, and writing pressure. Writing on a tablet screen decreased clarity of writing; print size and speed increased as the stylus slides across the tablet surface with relatively less friction, thereby decreasing the exertion of writing pressure. Analysis of writing differences according to gender indicated that boys generated larger print sizes than girls. Results suggest that while simple writing tasks may be feasible on the tablet screen, providing children with a larger writing medium and encouraging larger print sizes for writing practice, especially for boys, may be beneficial in the development of graphomotor skills among young learners. Full article
(This article belongs to the Special Issue The Digitalized K-12 Classroom in the Age of AI, Analytics and IoT)
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Review

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24 pages, 701 KiB  
Review
Pedagogy of Emerging Technologies in Chemical Education during the Era of Digitalization and Artificial Intelligence: A Systematic Review
by Wang-Kin Chiu
Educ. Sci. 2021, 11(11), 709; https://doi.org/10.3390/educsci11110709 - 4 Nov 2021
Cited by 48 | Viewed by 12831
Abstract
The technological advancement and rapid development of artificial intelligence have led to a growing number of studies investigating pedagogical innovations incorporated with emerging technologies in this digital era. An increasing amount of empirical evidence has suggested the potential benefits of incorporating digital technologies [...] Read more.
The technological advancement and rapid development of artificial intelligence have led to a growing number of studies investigating pedagogical innovations incorporated with emerging technologies in this digital era. An increasing amount of empirical evidence has suggested the potential benefits of incorporating digital technologies and artificial intelligence in various educational contexts, such as the K-12 education, and a change in learning modality in the unprecedented period of COVID-19. In chemical education, various types of emerging technologies, such as eye-tracking techniques, learning analytics, robotics, virtual reality (VR), and augmented reality (AR), have seen wide applications and promising prospects. In this paper, a systematic review of emerging technologies adopted in chemical education during this era of digitalization and artificial intelligence is presented. The current study aims to identify the major types of technologies adopted in chemical education and analyze the empirical findings from relevant studies. A total of 45 studies between 2010 and 2021 were analyzed through a literature search in three inter-disciplinary databases: Web of Science, Scopus, and the Educational Information Resource Center. Full-text retrieval and analysis of the included studies were conducted. The present study finds that AR and VR applications were most extensively investigated among the identified types of technologies adopted in chemical education, while the major focus areas were associated with virtual chemistry laboratories, visualization and interaction with chemical structures, and classroom hands-on activities. The evidence presented in this study also indicates the promising applications of artificial intelligence and learning analytics in the analysis of students’ feedback and behavior, assessment of students’ understanding of chemical concepts, and investigations of students’ reasoning and cognitive processes during chemical tasks such as spectral interpretation. Furthermore, areas requiring more research, investigations, potential future applications, as well as pedagogical implications of education for sustainable development will be identified based on the evidence presented in this study. The findings of this study are expected to give insight on the evolving areas of chemical education research and technology-enhanced teaching and learning. Full article
(This article belongs to the Special Issue The Digitalized K-12 Classroom in the Age of AI, Analytics and IoT)
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