Emerging Technologies in Global South Classrooms: Teachers Imagining Future of Education
Sebastian, Priyanka; Sharma, Sumita; Iivari, Netta; Kinnula, Marianne; Monga, Charu; Verma, Deepanshu; Abbas, Muhammad Shahroz (2024-08-29)
ACM
29.08.2024
Sebastian, P., Sharma, S., Iivari, N., Kinnula, M., Monga, C., Verma, D., & Abbas, M. S. (2024). Emerging technologies in global south classrooms: Teachers imagining future of education. Participatory Design Conference 2024, 234–247. https://doi.org/10.1145/3666094.3666109
https://creativecommons.org/licenses/by/4.0/
© 2024 Copyright held by the owner/author(s). This work is licensed under a Creative Commons Attribution International 4.0 License.
https://creativecommons.org/licenses/by/4.0/
© 2024 Copyright held by the owner/author(s). This work is licensed under a Creative Commons Attribution International 4.0 License.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202410016138
https://urn.fi/URN:NBN:fi:oulu-202410016138
Tiivistelmä
Abstract
Emerging technologies, including artificial intelligence, robots, and virtual reality, are reshaping our world, and driving educational transformations globally, revolutionizing traditional learning. Existing research has pointed out the need to address emerging technologies as part of computational empowerment of children. However, there is little research of computational empowerment of children from teachers’ perspective so far. Based on data from workshop with public school teachers in India, we advocate for an organized integration of smart technologies with an ethical emphasis in the curriculum. Furthermore, we delve into educators' perspectives, exploring their aspirations, needs, challenges, and concerns, offering insights into the future of education.
Emerging technologies, including artificial intelligence, robots, and virtual reality, are reshaping our world, and driving educational transformations globally, revolutionizing traditional learning. Existing research has pointed out the need to address emerging technologies as part of computational empowerment of children. However, there is little research of computational empowerment of children from teachers’ perspective so far. Based on data from workshop with public school teachers in India, we advocate for an organized integration of smart technologies with an ethical emphasis in the curriculum. Furthermore, we delve into educators' perspectives, exploring their aspirations, needs, challenges, and concerns, offering insights into the future of education.
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