Wireless Communications and Mobile Computing: Artificial Intelligence Theories, Technologies, and Applications in the Cloud-Based Internet of Things Education and Teaching using Artificial Intelligence
Abstract
Artificial intelligence has entered an unprecedented age of fast expansion, transforming all parts of existence. The state required a comprehensive curriculum, but the path to artificial intelligence plus curriculum is still unknown. In light of this, this article combines artificial intelligence and teaching reform research with the goal of stimulating the adoption of artificial intelligence education and fostering the development of cognitive and pedagogical abilities.
This item collects data using the query analysis technique and analyzes it using distribution technology and the new technological procedure. It comes to the conclusion that in real life, instructors are better knowledgeable about popular artificial intelligence goods such as sound assistance, graphics, identification, fingerprint recognition, and smart homes. Mobile APP teaching is the most popular among instructors who utilize artificial intelligence products, followed by online training platforms for teachers. Some instructors employ intelligent classrooms, robotic assistants, and other significant future intelligent teaching items to help them educate using automated corrective assignment methods.
Artificial intelligence has a positive influence on instructors by lowering instructional effort and enhancing information literacy. In fact, very few instructors believe that artificial intelligence has little or no relevance to teacher professional development. Teachers understand the importance of artificial intelligence. According to 52.1% of instructors, artificial intelligence is highly useful for the professional growth of teachers. According to 32.3% of teachers, artificial intelligence is more beneficial to their professional growth. Artificial intelligence is recognized by 12.5% of instructors. In general, just 3.1% of instructors consider that AI is not beneficial to their professional growth.
1. introductory paragraph
The advancement of artificial intelligence technologies in recent years has been promising. Academic conferences, scientific research, and technological contests on the subject of artificial intelligence have expanded around the globe. Technology and applications are always being upgraded and developed.
Furthermore, the continual improvement of intelligent goods has significantly improved people’s studies, jobs, and lives. Many artificial intelligence concepts have emerged as a result of robotics research, and there are certain technologies that can be employed in artificial intelligence research to create world-state models and characterize the process of world-state changes [1, 2]. Given the position and importance of robotics in artificial intelligence, practical material such as robot programming and behavior development should be suitably integrated with artificial intelligence training, which may provide greater joy and satisfaction to professional students’ programming. At the same time, it may improve understanding of artificial intelligence concepts and technology.
People’s receiving, communication, and learning techniques have all changed dramatically as a result of the advancement of Internet technology. Artificial intelligence has improved people’s lives and altered their perceptions of the world. Language is no longer the sole means of communicating information in the modern world. Graphics, pictures, sounds, gestures, symbols, and formulae are examples of carriers that may transmit ideas and information in addition to spoken language.
The advancement of artificial intelligence has opened up new avenues for education and instruction, as well as aided students in learning new abilities. The introduction of artificial intelligence has transformed the instruments utilized by several university majors. Many professional courses give multimodal instructions to increase knowledge acquisition and retention, as well as information on artificial intelligence resources such as digital text, videos, photos, and sounds.
Acquisition fosters rich cognitive abilities such as imagination, emotion, and creativity. Education innovation in the age of artificial intelligence has increased students’ digital abilities [7, 8]. Artificial intelligence has ushered in a new era of educational media. Students with stronger sketching skills and learning capacities, as well as particular photography talents, are required for the new medium. In conclusion, the introduction of artificial intelligence has ushered in a new growth route for education, but students must also increase the creative play of professional education. For example, in education courses, the topic “moving the old to the new” might be introduced to deepen the thinking exercise and develop professional abilities.
Atiye Karimzadehfini’s team proposed that three functional modules are the core intelligent analysis model of classroom teaching behaviors, and the effectiveness of the analysis model is verified based on the current situation of the application of artificial intelligence technology in education and the development of the classroom teaching behavior analysis method based on “data acquisition and storage,” “behavior modeling and computing,” and “intelligent services.” Teachers have acknowledged the use of experimental outcomes in classroom instruction.
The experimental findings may help instructors with instructional reflection, professional growth, and teaching management. A targeted behavior recognition model optimization technique is also offered based on input from instructors throughout the application process [11, 12]. Cath et al. explored the use of artificial intelligence in teaching needs analysis, learner characteristic analysis, teaching program design, and the construction of an assessment system, as well as a summary of the advantages of artificial intelligence in the teaching design process. Davis proposed that combining dot matrix recognition technology with educational artificial intelligence can perfectly protect teachers’ and students’ writing habits, provide technical support and innovative ideas for integrating information-based teaching in paper and pen classrooms, and promote intelligent educational information in education and teaching.
First and foremost, collect and investigate relevant domestic and foreign literature on the current state and development trends of artificial intelligence, the application of artificial intelligence to teaching, artificial intelligence to promote teaching, and other related Chinese and foreign literature to understand the latest developments and research results of artificial intelligence teaching. Second, using the case analysis approach, the practical case of an artificial intelligence teaching application is examined. Then, using interviews with professionals and researchers on relevant subjects, determine which components of education will be changed by artificial intelligence and how they will be affected. Finally, using previous analysis and research, clarify the changes brought about by artificial intelligence to teaching resources and teaching environments, teaching and learning methods, teaching evaluation, and teaching management, as well as discuss some countermeasures to the use of artificial intelligence in teaching and how to better integrate artificial intelligence into the teaching process [18, 19].
2. Method Proposal
Methods of Research
(1) Method of Literature Research During the preliminary preparation and research process, a large number of searches from Internet literature, library journals, books, and other materials are conducted to collect research and artificial intelligence technology, artificial intelligence technology teaching applications, and artificial intelligence technology to promote teaching reform. analyze and evaluate relevant Chinese and international literature, understand the present state of artificial intelligence technology, theory, and research, and develop theoretical and technical learning reserves. (2) The Case Analysis Method This technique examines particular instances of artificial intelligence in teaching applications, determines which teaching parts contain artificial intelligence and what influence they have, and examines how artificial intelligence technology is successfully incorporated into the teaching process. It addresses how artificial intelligence technology influences education, how to encourage teaching reform, and gives case studies for potential AI technology teaching applications. (3)Interview Technique. Beginning with interviews with relevant experts and scholars, investigate the current situation of the use of artificial intelligence technology in teaching, students’ and teachers’ attention, and recognition and use of educational artificial intelligence, and understand what artificial intelligence will change in teaching. Understanding the development direction of educational artificial intelligence will aid in the theoretical and practical advancement of the deep integration of artificial intelligence with education and teaching.
Distributed Cognitive Theory (2.2)
The spread of cognition among people, individuals, media, environment, culture, society, and time is referred to as “distributed cognition.” It presents a novel perspective on cognitive activity that emphasizes the interaction between the environment, people, representation, media, and artifacts, and holds that dispersed parts must rely on one another to perform tasks. Distributed cognitive theory has significant guiding relevance for artificial intelligence research to assist education reform. (1) In distributed cognition, “artifacts” such as tools and technology may transfer cognitive tasks and lessen the cognitive burden. When a student’s learning material is above his or her cognitive scope and cannot be addressed, intelligent learning software may assist in reducing cognitive load and guiding the learner to acquire deep cognition. Simultaneously, easy and repetitive cognitive work may be assigned to intelligent robots, freeing up people to engage in more creative cognitive activity.
Humans and intelligent robots must work together in the future. What people excel at and what intelligent robots excel at may be very different. Individual or artificial intelligence will pale in comparison to the knowledge generated by human-artificial intelligence collaboration. Individuals’ primary cognitive style of dealing with complicated issues is now human-machine cooperation, and human cognition is shifting from individual cognition to distributed cognition. (2) Distributed cognition places an emphasis on the relationship between cognition and the cognitive environment.
During contact, cognitive people are prone to developing their own cognitive framework. Interaction in teaching includes not just interactions between instructors and students but also interactions among students, interactions between teachers and students, interactions between humans and technology, and so on. There are more participatory approaches in the intelligent education environment enabled by artificial intelligence. Through touch, hearing, and vision, the interaction may recreate the learning experience and potentially impact the individual’s mind.
Theory of Technology Innovation, Section 2.3
Innovation is a continuous mechanism, not just the creation of a single technology or process. The discovery and invention of production, as well as the shock impact on the original production system, are the sole sources of innovation. Technology innovation theory has significant implications for education and instructional innovation. (1) The advent of artificial intelligence technology will provide new intelligent teaching tools, shape new teaching and learning models, and stimulate the innovation of teaching evaluation techniques and teaching management methods, all of which will have an influence on education and teaching.
Educators must actively modify their thinking, investigate new ways of mixing artificial intelligence and teaching, and support the deep integration of technology and teaching as well as the inventive growth of education and teaching. (2) Pay special attention to the development of pupils’ inventive abilities in the age of artificial intelligence. Machines will undoubtedly replace simple and repetitive labor. The human left brain is being surpassed by intelligent robots (engineering logical thinking). Humans must keep their advantages over robots. Allowing pupils to spend time and energy developing the right brain, which the machine is not excellent at, and cultivating the unique capacity of human intelligence, such as invention and creativity, imagination, problem-solving, communication, and creative aesthetic ability, is an essential approach. The overall goal of school reform is to make students invincible.
The input of System Basic Information
AI must be built on a lot of data in order to be more complete, scientific, and rational. As a result, understanding how to make the computer collect knowledge, particularly throughout the training process, is critical. The following is a quick overview of the sorts of information that computers demand and how to collect them in education and teaching. (1) Students’, Teachers’, and Schools’ Attributes Information refer to the intrinsic, fundamental, and indivisible features of a person or object, and it is a qualitative statement of a certain aspect of things. This is the identifying information that computers use to differentiate between people or objects. It can accurately present users with important information on people or things; at the same time, computers can statistically evaluate people and things with the same traits to provide them with worldwide sexual feedback. (2) Teaching materials, such as test questions, papers, lesson plans, and courseware. The creation of instructional materials requires the collaboration of instructors.
A basic, practical, and efficient set of teaching resource management and editing system software was employed to attract as many instructors as feasible. The system software can match the features of easy operation and instructors’ everyday working habits, as well as improve teachers’ knowledge without adding to their workload. (3)Teaching Progress Information, such as teaching progress and student performance, Artificial intelligence has the ability to detect issues in a timely and reasonable manner, foresee trends, and solve problems based on the evolution of things. To that end, it must continually enter low-level information from the teaching process into the information system through multiple routes so that the computer may deliver more complete and scientific teaching ideas. The replies of pupils are the most significant source of information in teaching. To do this, we may utilize the online scoring system. This system can not only relieve teachers of the burden of heavy examination papers and statistical work, but it can also quickly and accurately enter the answers to each test paper and record them in a database of relevant students and test questions, providing richness for the next statistical analysis information base.
2.5. Algorithm Execution
The algorithm is at the heart of artificial intelligence. Different algorithms may handle the same issue, and the quality of an algorithm affects the performance of the algorithm and even the program. The goal of algorithm analysis is to choose and enhance suitable algorithms. Our goal is to provide an ideal solution for teaching through the use of computer artificial intelligence, thereby increasing teaching efficiency and quality. The algorithm’s design qualities and purpose are presented in relation to several objectives in the teaching process: (1) Students’ Algorithm Design The topic and fundamental goal of learning are students.
When inferring calculus, artificial intelligence must take into account the following factors: students’ learning abilities (IQ, memory, and learning speed), adolescents’ psychological characteristics (such as emotional quotient and forgetfulness), teaching requirements (such as syllabus and teaching purpose), and teaching facts (such as the overall situation of the class and the difficulty of the test questions). Artificial intelligence may keep students aware of their learning status at all times and allow them to review and practice based on system cues, making learning more meaningful and thereby significantly enhancing learning efficiency. (2) Teacher Algorithm Design Teachers are the teachers’ guides.
The degree of skill of instructors has a direct impact on the efficiency and quality of instruction. As a teaching assistant, artificial intelligence should be effective. Based on a large number of information resources, AI will provide teachers with the following aspects of services: practical lesson plans and courseware suitable for teaching, practice test papers that are in line with the characteristics of students, a review of test paper statistics, expansion of teachers’ knowledge, and so on. This significantly reduces instructors’ burden and allows them to comprehend their students’ learning situations at any moment and alter teaching steps based on system suggestions, allowing them to better teach and increase teaching quality. (3) Algorithm Design for Management Workers As a school administrator, you must remain up to speed with the most recent dynamic information on all linkages and parts of teaching in order to oversee, manage, and avoid potential mishaps. The artificial intelligence of the computer is based on a significant quantity of information for summaries and statistics, as well as fast and scientific input from instructional supervisors.
2.6. Output of Information
The efficacy of information substance and the intuitiveness of information presentation are necessary for an ordinary user. Let us discuss the substance and function of information output for various users: (1) Students can obtain a more appropriate teaching plan and can automatically summarize and analyze previous learning and fill in knowledge gaps at regular intervals, so that they can know their learning situation at any time and review and practice according to tips, thereby greatly improving learning efficiency. (2) Parents and children Parents may learn about their children’s school problems at any time through the Internet or text messages, such as academic performance quality, changes in disciplinary thinking, and economic consumption, allowing them to be informed in a timely and effective way.
Take appropriate steps to guarantee that youngsters may concentrate their energies on their studies with peace of mind and devotion. (3)Teachers. Teachers may acquire timely teaching material and resources and give outstanding lesson plans, study plans, and so on. Simultaneously, the computer can do certain mechanical and repetitive chores, such as test question statistics and test paper correction, enabling instructors to concentrate more on teaching and research, ultimately improving teaching quality. (4) School leaders may keep track of all school situations, such as school personnel archives and different data. Simultaneously, the data is compiled and evaluated to give a complete and accurate foundation for the growth of school leaders.
As a result, it has the potential to significantly increase the efficiency of administrative administration, education, and teaching, as well as the prestige and social reputation of schools. The use of computer-based artificial intelligence systems has the potential to significantly transform the existing teaching mode and management status of schools, as well as to fundamentally solve conventional management and teaching. The issues of information lag, resource waste, and so on help to improve teaching quality and management efficiency.
3. Experimentation
3.1. Intelligent Teaching Platform Development
Computational intelligence technology, learning analysis technology, data mining technology, and machine learning technology underpin the intelligent teaching platform. It offers tailored teaching and learning solutions to instructors and students. Its main features include the use of artificial intelligence technology to intelligently analyze what learners have learned, create a knowledge map of learners, provide personalized learning content and learning solutions, support adaptive learning, and implement intelligent recommendations for learning content.
Learners may conduct more customized, immersive, and fascinating learning in a virtual fusion environment with the use of artificial intelligence to develop a learning environment in which virtual and reality are blended. By customizing the picture of the virtual student companion to aid the learner, the learner will be able to focus, finish the learning activity within the time limit, and maximize the learning process.
The virtual companion praises the learner when the learning activity is finished and supervises and encourages the learner when it is not so that the learner feels humane care and actively completes the learning assignment without the pressure and demand of instructors and parents. (1) Using intelligent teaching platforms, preclass teachers can share lesson plans with teachers across the country in real-time, absorb their advanced teaching concepts, and learn their advanced teaching methods; push preclass preview materials to learners via the teaching platform, personal study space, timely interaction with students, and timely adjustment and improvement of teaching design. Teachers may connect to the teaching platform from different mobile terminals during the session to engage with the instructor in real time. Teachers may answer various students’ difficulties one-on-one, allowing every student to engage in classroom discussion and genuinely return the classroom to the students. Students may do assignments on the platform after class as well as participate in thought collisions with the learning community.
The program corrects coursework and provides students with real-time feedback. (2) Depending on the acquired data and powerful algorithms, the intelligent teaching platform gives various preview materials and assignments of varying difficulty for each student, based on the students’ learning aptitude, mastery of the learning subject, and effort. The course content will be dynamically adjusted with the progress of the student’s learning, skipping knowledge points that the students have mastered and strengthening the students’ weak links so that teaching is truly implemented according to their aptitude and adaptive learning with personalized difficulty is achieved. Various test papers are prepared for varied pupils through personalized instruction, and different examination papers do not increase the teacher’s workload.
Using the intelligent teaching platform, intelligent test papers may be prepared based on each student’s learning records, automatically generate teaching evaluation reports, personalize assessment of student progress and inadequacies, and assist students’ efforts. (3) The intelligent teaching platform may also monitor behavior for comparative analysis. It may assess how instructors with varying teaching ages and educational backgrounds have diverse control over the teaching process and its impacts from the viewpoint of teachers. The instructor with the highest teaching evaluation score may study his teaching method in depth. For students who have low grades, you can use the study data to determine when they began to relax, whether he was unwilling to study from start to finish or encountered difficulties in the learning process that caused them to shrink back, and clearly understand when the learner’s learning attitude has changed. You may also watch to see if the learner’s behavior changes after getting the learning notice.
3.2. Intelligent Teaching Platform Function Modules Introduction
Services such as individualized learning analysis and intelligent push learning material may be provided by the intelligent teaching platform. During data collection, the data warehouse stores the student’s learning archive data, learning behavior data, and other information data.
To promote learning to compute, combine artificial intelligence analysis with large data mining technologies such as adaptive technology, push technology, and semantic analysis. It provides personalized learning path advice services in learning services. As can be observed, the intelligent teaching platform is built on three key components: data, algorithms, and services, with data serving as the foundation, algorithms as the core, and services as the purpose. As a result, the study endeavors to examine the functions of the intelligent teaching platform from these three perspectives.
The data layer serves as the input port for educational data as well as the primary interface for upper-layer services. It is primarily in charge of gathering, cleaning, categorizing, and storing different forms of educational data. On the one hand, it gathers data such as learning behaviors, learning outcomes, and learning processes from learners. On the other hand, it must gather instructors’ teaching data as well as tools for class preparation. The algorithm layer is mostly made up of numerous artificial intelligence algorithms that have been connected with the education business.
To achieve intelligent data processing, numerous computations and analyses are done on various kinds of educational data in the data layer in a systematic way. For example, by performing intelligent academic analysis on all students’ behavioral data, basic information data, and academic data, it can create a portrait of the individual student and the class as a whole and provide different learning materials and different arrangements for the learners based on their learning interests. Difficult homework stimulates students’ inherent incentive to study. By obtaining the data processing results from the algorithm layer, the service layer delivers the necessary educational services to users. In terms of learning services, it offers learners suggested services including learning material, learning interactions, and tailored learning routes based on the outcomes of personalized analysis to aid students in personalized learning. In teaching services, assessing data from instructors’ teaching processes assists teachers in calculating gains and losses, monitoring teaching quality, and adjusting teaching design to achieve accuracy in the teaching process.
Questionnaire and Survey (3.3)
To gain a better understanding of the use of artificial intelligence by teachers, this article created a questionnaire on the topic of artificial intelligence and teacher professional development with 23 single- and multiple-choice questions to help teachers understand the use of artificial intelligence and the problems that can be statistically processed.
The frequency statistics and descriptive statistics of the questions are supplied in accordance with the diverse content of the questions, and the analysis findings are presented in the form of text, tables, statistical charts, and so on. Teachers from numerous schools in Qingdao City were chosen using a random sampling approach. The survey was scheduled for June 2020. A total of 96 questionnaires were distributed, with 96 valid samples and a 100 percent successful recovery rate. As a result, the information obtained from this questionnaire is reliable.
4. Deliberation
4.1. Three Stages of Education Development in China
China’s education growth may be classified into three phases based on the degree of use of science and technology in education and teaching in China, as well as the core points surrounding education: the conventional education stage, the digital education stage, and the intelligent education stage. Table 1 depicts the features of Chinese education at various stages:
Teachers dominate traditional schooling. Teachers seldom utilize information technology for teaching and managing, although they do use computers to aid in teaching and record basic teaching statistics on occasion. Under the class teaching system, the most essential learning modalities for pupils are primarily class learning and group learning. In addition, students seldom utilize computer networks for learning and discovery. In summary, whether students, instructors, or schools, the use of information technology is highly restricted at this point, and the educational activity is single-handed and mostly conducted independently by the teacher.
The focus of digital education is on schools. Schools build digital infrastructures and utilize the Internet to link students, courses, schools, and regions, as well as to exchange high-quality educational materials. The use of information technology as the basis of the class teaching system is to establish a digital campus and teaching database, overcoming the restrictions of learning time and location. Establish a data center to actualize vital information tracking records and to give stable data assistance for education and teaching judgments.
Intelligent education is being further developed on the basis of Internet education. It is student-centered and records students’ full-time chain of behavioral data using cloud computing, big data, artificial intelligence, and other information technologies. Intelligent education is an instruction that is tailored to students in order to maximize their potential and allow for overall growth. Our country’s education has progressed from conventional education to networked education and is now on its way to intelligent education.
In the contemporary age of artificial intelligence, the government and market employ information technology, the Internet, artificial intelligence, and other technologies to integrate various connections and levels with education and teaching and to promote education reform from all angles. Online education, “Internet + education,” “cloud education,” “cloud intelligent education,” and other forms are propelling education ahead. China’s education informatization has essentially finished campus informatization infrastructure building and is advancing toward the path of deep integration of information technology with education and teaching. Artificial intelligence based on the Internet, as an educational approach and instrument, has played an essential role and is a strong aid for instructors and students at this level of Internet education.
Teachers’ perceptions of artificial intelligence
People may expand their knowledge and use artificial intelligence via many channels since it is the hottest sector nowadays. This article looks at teachers’ perceptions of artificial intelligence routes and their usage of AI in their daily lives. Figure 1 depicts the findings.
Figure 1 may be created. Teachers are more familiar with typical artificial intelligence products such as voice assistants, picture recognition, fingerprint identification, and smart homes in real life. Artificial intelligence has clearly become a significant element of people’s lives. However, the use of intelligent goods in education and instruction is not prevalent.
4.3. Teachers’ Use of Artificial Intelligence in Classroom Instruction
It is difficult in conventional education to present natural phenomena and live scenarios intuitively in the classroom. Using artificial intelligence in education, the images to be described to students can be directly converted into animations or imported animations can be directly downloaded from the Internet, which can be introduced to students from the perspective of hearing and hearing to increase students’ interest in learning.The use of current artificial intelligence in the sphere of education simply occurs to complement conventional educational techniques.
It will revolutionize education by changing the way information is imparted, disseminated, and extracted. Various aspects of current artificial intelligence, such as networking and diversity, have given education fresh zest and life. It has more advantages than traditional education: rich expression forms that provide students with a visual impact; effective resources for multifaceted and multifaceted integration to provide students with a unique experience; proper knowledge handling; self-help inquiry learning, training the ability to learn autonomously; and help-based learning; courseware that provides students with more content than teachers talk into empty space.
According to Figure 2, the most often utilized artificial intelligence products among instructors are mobile APP teaching, followed by teachers’ online training platforms. In the classroom, some instructors employ automated corrective assignment systems. The utilization of smart classrooms, robotic assistants, and other significant future teaching intelligent goods is minimal, indicating that artificial intelligence products are undeveloped in education and teaching and have enormous future growth potential.
4.4. Teachers’ Attitudes Toward Artificial Intelligence
The key to teaching in the information age is to implement quality education, increase the quality of education and teaching, and grow the quantity of information in classroom instruction. According to reliable specialists, “sight and hearing are the primary organs of pupil learning.” The employment of information technology in the classroom may significantly alter the quantity of information that pupils receive. As a result, as information technology becomes a teaching technique, the tool library for our research grows more diverse and comprehensive. In the conventional classroom, only the important points and challenges of the students may be used to enhance teaching quality. A plethora of practical examples demonstrates how the use of information technology may help to overcome crucial points and obstacles in the educational process.
Figure 3 shows how instructors value the function of artificial intelligence. 52.1% of instructors believe that artificial intelligence is extremely useful to their professional growth, 32.3% believe that artificial intelligence is more helpful to their professional development, and 12.5% believe that artificial intelligence is more comfortable with them. Intelligence recognition is average, and just 3.1% of instructors consider that artificial intelligence is not beneficial to their professional growth. In general, artificial intelligence will emerge and increase in education and teaching as an unavoidable tendency.
Teachers’ Artificial Intelligence Expectations
Teachers may fully use information technology approaches in the classroom, but they must first have a degree. The concept of “degree” is commonly understood. You use the information technology technique to boost learning efficiency. If you do not understand, you will be constrained by this tool, and your high-quality course declaration will fail. The advent of information technology in the classroom has provided enormous ease for instructors while also posing significant problems. The development of a new object has both benefits and drawbacks. Teachers should combine information technology and instructional approaches in a reasonable manner to foster students’ creative thinking. To obtain the impact of twice the outcome with half the work, the development of creative thinking capacity should be applied in the primary channel of classroom teaching and allow the new contemporary educational technology to flow through it.
Figure 4 depicts how artificial intelligence affects instructors by reducing instructional effort and improving information literacy. In fact, very few instructors believe that artificial intelligence has little or no relevance to teacher professional development. However, in the current actual teaching, artificial intelligence has not been fully applied, and teachers’ understanding and use of artificial intelligence are not optimistic. Another key factor for instructors’ poor utilization is a lack of preparation for artificial intelligence courses.
5. Final Thoughts
Artificial intelligence is the result of intelligent technological advancement. Currently, numerous corporate departments are in the early stages of research in this industry, eager to seize opportunities to push new series of intelligent goods. Universities, as the driving force behind national scientific research, have an unassailable duty to study artificial intelligence. To stay ahead of the curve, several colleges offer artificial intelligence courses. Understanding and using artificial intelligence is a talent I am familiar with as a teacher. The philosophy of teacher professional development at home and abroad is still in its early stages. Education will undergo adjustments as educational technology advances. At the moment, the most popular artificial intelligence products are being used in education, which has had an influence on conventional schooling. This study examines the usage of artificial intelligence among instructors using surveys, interviews, and data gathering.
The development of artificial intelligence has had a significant influence on education and teaching practice. It is altering instructors’ teaching approaches as well as students’ learning ways. A new technological age has altered schooling. In this context, the study examines the present research status and associated theories of artificial intelligence technology, artificial intelligence teaching application, teaching change, and artificial intelligence to promote teaching change as the research subject. Interviews were conducted with relevant experts and scholars to investigate the current application of artificial intelligence technology in teaching, to understand which aspects of artificial intelligence will change teaching, to extract which aspects of artificial intelligence will affect teaching, to determine research ideas, and to discuss how artificial intelligence promotes innovation in teaching resources and the environment, changes in teaching and learning methods, and how artificial intelligence promotes innovation in teaching and learning methods.
This essay examines the data using data from surveys, the theory of distributed cognition, and the theory of technological innovation. It is determined that in real life, instructors often comprehend and use popular artificial intelligence goods such as voice assistants, picture recognition, fingerprint identification, and smart homes. Mobile APP teaching is the most popular among instructors who utilize artificial intelligence products, followed by online training platforms for teachers.
Some instructors employ intelligent classrooms, robotic assistants, and other significant future intelligent teaching items to help them educate using automated corrective assignment methods. Teachers understand the importance of artificial intelligence. According to 52.1% of instructors, artificial intelligence is highly useful for the professional growth of teachers. According to 32.3% of teachers, artificial intelligence is more beneficial to their professional growth. Artificial intelligence is recognized by 12.5% of instructors. In general, just 3.1% of instructors consider that AI is not beneficial to their professional growth. Artificial intelligence has a positive influence on instructors by lowering instructional effort and enhancing information literacy. In fact, very few instructors believe that artificial intelligence has little or no relevance to teacher professional development. In this heat flow, artificial intelligence will push onward.
Data Accessibility
The data in this article originates from the research group’s survey and solely reflects the findings of that poll.
