Conditions and Bases of Incorporation of Artificial Intelligence into Czech School Environment

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F19%3AA21022VA" target="_blank" >RIV/61988987:17450/19:A21022VA - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.34190/ECIAIR.19.077" target="_blank" >http://dx.doi.org/10.34190/ECIAIR.19.077</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.34190/ECIAIR.19.077" target="_blank" >10.34190/ECIAIR.19.077</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Conditions and Bases of Incorporation of Artificial Intelligence into Czech School Environment

Popis výsledku v původním jazyce

The forthcoming fourth industrial revolution (so-called Industry 4.0) will affect all fields of human activity. An important task of the education system is to prepare competent employees and their teachers, especially in digital literacy and algorithmic thinking. Both these sets of competencies lead to effective use of information and communication tools in everyday and professional life. The use of artificial intelligence in education is becoming increasingly studied topic. When talking about the use of artificial intelligence in teaching, we mean above all tutoring (AI programs to answer questions or provide feedback), personalizing learning (AI can also provide support for special needs students, adaptive tutors tailor learning material, pace sequence and difficulty to each student's needs), testing (Computer adaptive assessments adjust the difficulty of successive questions based on the student's answers) and automating tasks (AI can perform routine tasks such as taking attendance, grading assignments, and generating test questions). In the Czech school environment, these artificial intelligence components are not yet used on such scale as in other European Union countries, despite the fact that the methodological and legislative documents adopted by the European Commission and the Government of the Czech Republic create a favorable environment for greater involvement of the latest technologies in the educational process of all age groups. In particular, teachers' inability to exploit the potential of these technologies despite the good facilities of schools and the excellent digital literacy of Czech pupils and students, as mentioned in the ICILS 2013 Computer and Information Literacy study. Because of this it is necessary to focus on the education of existing and future teachers.

Název v anglickém jazyce

Conditions and Bases of Incorporation of Artificial Intelligence into Czech School Environment

Popis výsledku anglicky

The forthcoming fourth industrial revolution (so-called Industry 4.0) will affect all fields of human activity. An important task of the education system is to prepare competent employees and their teachers, especially in digital literacy and algorithmic thinking. Both these sets of competencies lead to effective use of information and communication tools in everyday and professional life. The use of artificial intelligence in education is becoming increasingly studied topic. When talking about the use of artificial intelligence in teaching, we mean above all tutoring (AI programs to answer questions or provide feedback), personalizing learning (AI can also provide support for special needs students, adaptive tutors tailor learning material, pace sequence and difficulty to each student's needs), testing (Computer adaptive assessments adjust the difficulty of successive questions based on the student's answers) and automating tasks (AI can perform routine tasks such as taking attendance, grading assignments, and generating test questions). In the Czech school environment, these artificial intelligence components are not yet used on such scale as in other European Union countries, despite the fact that the methodological and legislative documents adopted by the European Commission and the Government of the Czech Republic create a favorable environment for greater involvement of the latest technologies in the educational process of all age groups. In particular, teachers' inability to exploit the potential of these technologies despite the good facilities of schools and the excellent digital literacy of Czech pupils and students, as mentioned in the ICILS 2013 Computer and Information Literacy study. Because of this it is necessary to focus on the education of existing and future teachers.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50200 - Economics and Business

Projekt

<a href="/cs/project/TJ02000083" target="_blank" >TJ02000083: Vzdělávání ve strojírenských oborech a jeho optimalizace pro potřeby trhu práce</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

European Conference on the Impact of Artificial Intelligence and Robotics ECIAIR 2019

ISBN

978-1-912764-44-0

ISSN

—

e-ISSN

—

Počet stran výsledku

7

Strana od-do

483-489

Název nakladatele

Academic Conferences and Publishing International Limited

Místo vydání

Reading

Místo konání akce

Oxford

Datum konání akce

31. 10. 2019

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

000539633500056