Revitalizing education in rural and small schools: The role of AI in teachers' professional development
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Jun 26, 2024
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Abstract
The article explores the intersection of artificial intelligence (AI) and the professional development of teachers, with a focus on small and rural schools. Following a scoping review conducted by the research group, the focus is placed on the analysis of three studies, each pertaining to three subtopics within the theme “AI and teacher professional development” that emerged from the mapping: the use of intelligent environments for teacher training, teachers’ perceptions of AI solutions to support their practice, and the development of intelligent agents to assist teaching. The research emphasizes the importance of teacher training in addressing the challenges posed by AI to bridge the gap between urban and rural schools. This opens to future scenarios that will be explored through interviews with national and international experts and a Delphi Study, aimed at identifying opportunities for small schools and developing guidelines to achieve convergence on potential interventions in non-standard educational contexts.
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Duncan, H. E., & Stock M. J. (2010). Mentoring and Coaching Rural School Leaders: What Do They Need? Mentoring and Tutoring: Partnership in Learning, 18(3), 293-311.
Edwards, B. I., & Cheok, A. D. (2018). Why not robot teachers: Artificial intelligence for addressing teacher shortage. Applied Artificial Intelligence, 32(4), 345–360.
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Fargas-Malet, M., & Bagley, C. (2022). Is Small Beautiful? A scoping review of 21st-century research on small rural schools in Europe. European Educational Research Journal, 21(5), 822-844.
Ferraro, F. V., Ambra, F. I., Aruta L., & Iavarone, M. L. (2020). Distance Learning in the Covid-19 Era: Perceptions in Southern Italy. Education Sciences, 10(12), 355.
Francom, G. M. (2016). Barriers to technology use in large and small school districts. Journal of Information Technology Education. Research, 15, 577.
Füller, C., & Spiewak, M. (2020). Digitale Hausaufgabe. Die Zeit, 37, 38.
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Green, R. A. (2014). The Delphi technique in educational research. Sage Open, 4(2).
Handal, B., Watson, K., Petocz, P., & Maher, M. (2018). Choosing to teach in rural and remote schools: The zone of free movement. Education Research and Perspectives, 45, 1-32.
Hannum, W. H., Irvin, M. J., Banks, J. B., & Farmer T. W. (2009). Distance education use in rural schools. Journal of Research in Rural Education, 24(3), 1.
Hargreaves, L. M. (2009). Respect and Responsibility: Review of Research on Small Rural Schools in England. International Journal of Educational Research, 48(2), 117-128.
Hawkes, M., Halverson, P., & Brockmueller, B. (2002). Technology facilitation in the rural school: An Analysis of Options. Journal of Research in Rural Education, 17(3), 162-170.
Heffernan, N.T., & Heffernan, C .L. (2014). The assistments ecosystem: building a platform that brings scientists and teachers together for minimally invasive research on human learning and teaching. International Journal of Artificial Intelligence in Education, 24(4), 470–497.
Hinojo-Lucena, F. J., Aznar-Díaz, I., Cáceres-Reche, M. P., & Romero-Rodríguez, J. M. (2019). Artificial intelligence in higher education: A bibliometric study on its impact in the scientific literature. Education Sciences, 9(1), 51.
Holstein, K., McLaren, B. M., & Aleven, V. (2017). Intelligent Tutors as Teachers’ Aides: Exploring Teacher Needs for Real-time Analytics in Blended Classrooms. Proceedings of the seventh international learning analytics & knowledge conference, 257-266.
Howley, A., Wood, L., & Hough, B. (2011). Rural Elementary School Teachers’ Technology Integration. Journal of Research in Rural Education, 29(9), 1-18.
Ingersoll, M., Hirschkorn, M., Landine, J., & Sears, A. (2018). Recruiting international educators in a global teacher shortage: Research for practice. The International Schools Journal, 37(2), 92–102.
Lucisano, P. (2020). Fare ricerca con gli insegnanti. I primi risultati dell’indagine nazionale SIRD. Per un confronto sulle modalità didattica a distanza adottate nelle scuole italiane nel periodo di emergenza COVID-19. Lifelong Lifewide Learning, 17(36), 3-25.
Jian, L. (2020). Improving teacher development in rural China: A Case of “Rural Teacher Support Plan”. Beijing International Review of Education, 2(2), 301-306.
Jiang, C. (2021). Technical framework and model of artificial intelligence for boosting the revitalization of rural education. 2021 2nd International Seminar on Artificial Intelligence, Networking and Information Technology (AINIT), 107–110.
Kaden, U. (2020). COVID-19 School closure-related changes to the professional life of a K–12 teacher. Education Sciences, 10(6), 165.
Kale, U., Goh, D. (2014). Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0. Education and Information Technologies, 19(1), 41-60.
Kormos, E. M. (2018). The Unseen Digital Divide: Urban, Suburban, and Rural Teacher Use and Perceptions of Web-Based Classroom Technologies. Computers in the Schools, 35(1), 19-31.
Kuleto, V., Ilić, M., Dumangiu, M., Ranković, M., Martins, O. M. D., Păun, D., & Mihoreanu, L. (2021). Exploring Opportunities and Challenges of Artificial Intelligence and Machine Learning in Higher Education Institutions. Sustainability, 13(18), 10424.
Kusmawan, U. (2023). Redefining teacher training: The promise of ai-supported teaching practices. Journal of Advances in Education and Philosophy, 332–335. https://doi.org/10.36348/jaep.2023.v07i09.001
Laferrière, T., Hamel, C., Allaire, S., Turcotte, S., Breuleux, A., Beaudoin, J., & Gaudreault Perron, J. (2011). L’ecole eloignee en reseau, un modele. Rapport-synthèse, CEFRIO.
Li, J., Shi, Z., & Xue, E. (2020). The problems, needs and strategies of rural teacher development at deep poverty areas in China: Rural schooling stakeholder perspectives. International Journal of Educational Research, 99, 101496.
Liu, Y., Chen, L., & Yao, Z. (2022). The application of artificial intelligence assistant to deep learning in teachers’ teaching and students’ learning processes. Frontiers in Psychology, 13.
Lowe, J. M. (2006). Rural education: Attracting and retaining teachers in small schools. Rural Educator, 27(2), 28-32.
Luckin, R. (2017). Towards artificial intelligence-based assessment systems. Nature Human Behaviour, 1(3), 1–3.
Mangione, G. R. J. (2013). Istruzione adattiva: approcci, tecniche e tecnologie. Lecce: Pensa.
Mangione, G. R. J., & Calzone, S. (2019). The Italian Small School Toward Smart Pedagogy. A Cross-Reading of Opportunities Provided by the National Operational Program (PON) “For Schools 2014–2020–Skills and Learning Environments”. Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning, 233-252.
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