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  3. Resocjalizacja Polska
  4. Resocjalizacja Polska, 2022, nr 24

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/19165
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    Pole DCWartośćJęzyk
    dc.contributor.authorAlbański, Łukasz-
    dc.contributor.authorKowalski, Mirosław-
    dc.date.accessioned2025-11-04T07:30:16Z-
    dc.date.available2025-11-04T07:30:16Z-
    dc.date.issued2022-
    dc.identifier.citationResocjalizacja Polska Nr 24, 2022, s. 75-84pl
    dc.identifier.issn2081-3767-
    dc.identifier.urihttp://hdl.handle.net/11320/19165-
    dc.description.abstractThe article addresses the question of a possible technological change in teaching, triggered by the COVID 19 pandemic and the development of AI systems in education. On the one side, the pandemic lockdowns and remote education have stimulated reflections on different aspects of educational routine concerning rapid digital expansion into schools. On the other, sophisticated technologies are designated to intelligently support various types of learning. The article presents a brief overview of some ideas from the past, focusing on the automation of teaching. Then it shows how the pandemic situation will help to induce some changes. The socio-cultural perspective presented in the article provides interpretive frameworks for further research.pl
    dc.language.isoenpl
    dc.publisherFundacja Pedagogiumpl
    dc.rightsLicencja Creative Commons Uznanie autorstwa 4.0 (CC-BY)pl
    dc.rights.urihttps://creativecommons.org/licenses/by/4.0/-
    dc.subjectteachingpl
    dc.subjectAI in educationpl
    dc.subjectCOVID 19pl
    dc.subjecttechnological changepl
    dc.titleDoes AI Come to Schools? Some Concerns about Teaching in Times of the COVID 19 Pandemicpl
    dc.typeArticlepl
    dc.rights.holderLicencja Creative Commons Uznanie autorstwa 4.0 (CC-BY)pl
    dc.identifier.doi10.22432/pjsr.2022.24.06-
    dc.description.EmailŁukasz Albański: lukasz.albanski@up.krakow.plpl
    dc.description.EmailMirosław Kowalski: m.kowalski@ipp.uz.zgora.plpl
    dc.description.AffiliationŁukasz Albański - Pedagogical University of Cracow, Polandpl
    dc.description.AffiliationMirosław Kowalski - Uniwersytet Zielonogórskipl
    dc.description.referencesBates, T., Cobo, C., Mariño, O., Wheeler, S., 2020, Can Artificial Intelligence Transform Higher Education? “International Journal of Educational Technology in Higher Education”, 42 (17), https://doi.org/10.1186/s41239-020-00218-x.pl
    dc.description.referencesClark, D., 2020, Artificial Intelligence for Learning: How to Use AI to Support Employee Development, Kogan Page Limited, New York.pl
    dc.description.referencesFeenberg, A., 2003, Modernity Theory and Technology Studies: Reflections on Bridging the Gap [in:] Modernity and Technology, (eds.) T.J. Misa, P. Brey, A. Feenberg, MIT Press, Boston, pp. 73–104.pl
    dc.description.referencesFerster, B., 2014, Teaching Machines. Learning from the Intersection of Education and Technology, Johns Hopkins University Press, Baltimore.pl
    dc.description.referencesJungkunz, S., 2021, Political Polarization During the COVID-19 Pandemic, “Frontiers in Political Science”, 3, https://doi.org/10.3389/fpos.2021.622512.pl
    dc.description.referencesPiaget, J., 1952, The Origins of Intelligence in Children, WW Norton & Co, New York.pl
    dc.description.referencesPiaget, J., 1964, Part I: Cognitive Development in Children: Development and Learning. “Journal of Research in Teaching Science” 2, pp. 176–186.pl
    dc.description.referencesPopenici, S. A. D., Kerr, S., 2017, Exploring the Impact of Artificial Intelligence on Teaching and Learning in Higher Education, “Research and Practice in Technology Enhanced Learning”, 22 (12), https://doi.org/10.1186/s41039-017-0062-8.pl
    dc.description.referencesSelwyn, N., 2016, Is Technology Good for Education? Polity Press, Cambridge.pl
    dc.description.referencesSelwyn, N., 2019, Should Robots Replace Teachers? Polity Press, Cambridge.pl
    dc.description.referencesSelwyn, N., Pangrazio, L., Nemorin S., Perrotta C., 2020, What Might the School of 2030 Be Like? An Exercise in Social Science Fiction, “Learning, Media and Technology”, 45 (1), pp. 90–106, DOI: 10.1080/17439884.2020.1694944.pl
    dc.description.referencesSkinner, B. F., 1958, Teaching Machines, “Science”, 3330 (128), pp. 969–977.pl
    dc.description.referencesSkinner, B. F., 1969, The Contingences of Reinforcement. A Theoretical Analysis, Appleton Century Crofts, New Yorkpl
    dc.description.referencesWilliamson, B., Eynon R., 2020, Historical Threads, Missing Links, and Future Directions in AI in Education, “Learning, Media and Technology”, 45 (3), pp. 223–235, DOI: 10.1080/17439884.2020.1798995.pl
    dc.description.referencesZagal, J. P., 2010, Ludoliteracy: Defining, Understanding and Supporting Games Education, Carnegie Mellon University ETC Press, Pittsburgh.pl
    dc.identifier.eissn2392-2656-
    dc.description.number24pl
    dc.description.firstpage75pl
    dc.description.lastpage84pl
    dc.identifier.citation2Resocjalizacja Polskapl
    dc.identifier.orcid0000-0001-5819-1557-
    dc.identifier.orcid0000-0003-2960-8258-
    Występuje w kolekcji(ach):Resocjalizacja Polska, 2022, nr 24

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