Journals @ Ontario Tech
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Reconstruction of Transformative CS Topics in Education: A Model Proposal for Artificial Intelligence
No full textFrom an educational perspective, artificial intelligence (AI) poses new challenges for computer science education due to its unique nature. In addition to its highly complex content and strong social relevance, the topic has further characteristics that distinguish it from typical computer science topics. Although there are many learning materials on AI, there is a lack of systematic approaches that take a holistic view of AI from an educational perspective and analyze the unique features of the topic in more detail. We develop a model that analyzes the actors and layers of educational processes regarding AI and outlines their relationships. The subsequent comparison with the Model of Educational Reconstruction for Computer Science Education permits conclusions for its practical consequences. Furthermore, a process model for introducing topics like AI into the classroom is proposed
Evaluating Graduate Education Students’ Self-Efficacy with the Use of Artificial Intelligence Agents: A Case Study
No full textRapid expansion in the availability of artificial intelligence agents such as ChatGPT (ChatGPT, 2024; Shankland, 2024) and their growing use by students (DeLaire, 2023) create imperatives to develop institutional policies on their ethical use and to prepare educators to integrate them into teaching practice. However, educators largely remain under-prepared for this task (D’Andrea, 2023). Recommendations for increasing educator integration of AI tools include hands-on use, critical evaluation of the strengths and limitations of specific tools, collaboration on the design and delivery of AI-related curricula, and training on pedagogical approaches (Bond et al, 2024; Celik et al., 2022; Langreo, 2023a, b; MobileMind, 2024; Wilichowski & Cobo, 2023). This case study explored the use of ChatGPT by a group of graduate-level Education students to generate samples of academic writing, which they systematically critiqued for elements such as challenges in crafting effective prompts, factual accuracy or omissions, and writing and formatting conventions. The ChatGPT Teacher’s Sense of Efficacy Scale (Chat-T) (Author, 2024) was developed to provide insights into the impacts of AI-focused professional development such as the student activities in this case study. Such insights can help identify potential targets for future training initiatives. Participants gained an understanding of how ChatGPT works and identified its pitfalls as an academic writing aid. They expressed an increased eagerness to leverage such tools, but also a desire for further training and support with an explicit focus on effective pedagogical approaches for integrating AI agents in teaching and learning
The Creation of Mathematical Poems and Song Lyrics by (Pre-service) Teachers-with-AI as an Aesthetic Experience
No full textThe study investigates the use of artificial intelligence (AI) applications by in-service and pre-service teachers in crafting mathematical poetry and songs as a way of engaging in aesthetic mathematical experiences (AME). Conducted within a Brazilian teacher education program, the study engaged seven participants (five pre-service teachers and two teachers) in a 40-hour online course. The course was offered through synchronous sessions via Google Meet and asynchronous engagements in Google Classroom, and yielded a collective output of mathematical poems and songs. The analysis of activities developed by two groups, based on the theoretical framework of humans-with-media, revealed how AI, particularly ChatGPT, played a role as a catalyst in the creative process, with teachers playing a pivotal role in refining the mathematical/educational content. As pre-service teachers engaged in interactions with ChatGPT, their expertise was key to transforming AI-generated ideas into pedagogically valuable materials
The Case for Disabled-Centric User Experience Research at the Intersection of Health Sciences and Technology as a Bridge to Guiding New Policy
No full textPeople with disabilities use technology and encounter challenges when they do so. There is a demonstrated need for disabled user experience research with respect to technology in the health sciences. Such research is crucial to advancing healthcare and legislation that protects, and enhances, the lives of those with disabilities. We recommend that more researchers identify and center the user experience of technologies in people with disabilities in their research efforts and present their results to local, state, and national governing bodies and funding agencies. We also recommend these research findings guide new policies and provide an example of this with respect to communications
Reimagining Protest: Artivism in the Myalgic Encephalomyelitis (ME) Community
No full textActivism is a critical element of the disability rights movement. Disabled activists and protesters have paved the way for creating more accessible activism opportunities. However, traditional forms of activism often exclude activists with severe energy-limiting disabilities, such as myalgic encephalomyelitis (ME). People with ME have been ignored, maligned, and disbelieved for decades while being excluded from traditional forms of disability justice activism. ME activists have had to adopt creative activism techniques to raise awareness and share their stories while adhering to their energy limits. This exploratory design research thesis seeks to explain how artivism, the intersection of art and activism, provides a unique way for people with severe ME to participate in protests and movements from their homes or beds. I utilize crip theory to analyze how artivism by the ME community represents an empowering counter to the stigma, ignorance, and inaccessible forms of activism they have faced
Call for Papers: IDGS 2025
No full textThe IDGS ‘25 theme is “Crip Narratives: Controlling our Stories.
Including (My) Disability
No full textThe third installment of the Including (My) Disability special feature from the editorial board of Including Disability. Featuring International Editor Dr. Luanjiao Aggie H
BORG.DIEM
No full textArt Director: Audrey Lovinger
Editors and Advisors: Amy Gaeta, Cripborg 28, Kalyn Heffernan, J. Logan Smilges, JA Fields, Jaipreet Virdi, Jon Henner and Mallory Kay Nelson
Copyright Borg4Borg Productions 2024
If you identify as disabled, then you may adapt, change, build upon, destroy, link to, post, remix, share and tag the material in any medium for any purpose. If you are nondisabled, you may link to, post, share and tag the material for noncommercial purposes only and do include this sentence: “I am nondisabled and sharing pursuant to disabled-first copyright.
Shifting Reading into a Socially Constructed Activity: A Case Study on the Benefits and Challenges of Using
No full textPerusall is a social annotation tool that engages students in digital course materials. The system facilitates student interaction via posts consisting of questions, responses, and comments on the video, written materials, and audio sources. This paper considers student perceptions of Perusall in an upper-year social science course (n=28). Students described Perusall as fun and engaging because they enjoyed positive communication with classmates, and the system was easy to use. Challenges of using the tool reflect the need for students to learn a new interface and technology glitches such as disappearing comments. We include suggestions for instructors wishing to use Perusall in this paper
Technology Integration in Support of Wellness for Neurodiverse Students
No full textBoth digital and non-digital technologies are efficient and powerful resources that are increasingly becoming more accessible within the education system. For neurodiverse students, technology is a resource that can help to promote and integrate wellness within the classroom. Through my literature review, I examined how educators can be made aware of the current trends and resources that exist to support neurodiverse students from Kindergarten to Grade 12. The review includes how the integration of technology within the classroom affects students, how neurodiverse learners and technology enabled learning environments are connected, and lastly, what innovative technologies, supports, and strategies currently exist to support neurodiverse students. My findings indicate that technology can provide neurodiverse students with engaging and interactive learning experiences that can help keep students organized, motivated, and focused. For educators, staying informed about the latest trends and technology resources for neurodiverse students may help to lead to more inclusive learning environments