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Generative Artificial Intelligence and education: Research, policy and practice

Research output: Contribution to Journal/Magazine › Editorial

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Generative Artificial Intelligence and education: Research, policy and practice. / Passey, Don; Taggart, Sammy; Leow, Serena et al.
In: Studies in Technology Enhanced Learning, Vol. 4, No. 4.1, 22.12.2024.

Research output: Contribution to Journal/Magazine › Editorial

Harvard

Passey, D, Taggart, S, Leow, S & Lee, CE 2024, 'Generative Artificial Intelligence and education: Research, policy and practice', Studies in Technology Enhanced Learning, vol. 4, no. 4.1. https://doi.org/10.21428/8c225f6e.001efa82

APA

Passey, D., Taggart, S., Leow, S., & Lee, C. E. (2024). Generative Artificial Intelligence and education: Research, policy and practice. Studies in Technology Enhanced Learning, 4(4.1). https://doi.org/10.21428/8c225f6e.001efa82

Vancouver

Passey D, Taggart S, Leow S, Lee CE. Generative Artificial Intelligence and education: Research, policy and practice. Studies in Technology Enhanced Learning. 2024 Dec 22;4(4.1). doi: 10.21428/8c225f6e.001efa82

Author

Passey, Don ; Taggart, Sammy ; Leow, Serena et al. / Generative Artificial Intelligence and education : Research, policy and practice. In: Studies in Technology Enhanced Learning. 2024 ; Vol. 4, No. 4.1.

Bibtex

@article{d714353897bd46dd92196dc6cd9ba063,
title = "Generative Artificial Intelligence and education: Research, policy and practice",
abstract = "Generative artificial intelligence (GenAI) has only recently become a focus of prominent discussion for many educational institutions and educators. Responses and reactions to the idea of access to GenAI and the uses of GenAI in education are varied – for example, there are those who advocate use (those who see its benefits and put use into practice), those who oppose use (those who recognise ethics and bias as major issues and ban use in practice), and those who believe that trialling use is important (those who see both potential benefits and challenges and are willing to trial use to assess the range of outcomes that might arise). This Special Issue is concerned with research that can shed light on the range of benefits and challenges that are highlighted in this emerging field—seeking to offer perspectives to support current and future research, practice and policy.",
keywords = "artificial intelligence, artificial intelligence in ducation, artificial intelligence research, artificial intelligence inpolicy, artificial intelligence in practice",
author = "Don Passey and Sammy Taggart and Serena Leow and Lee, {Cheng Ean (Catherine)}",
year = "2024",
month = dec,
day = "22",
doi = "10.21428/8c225f6e.001efa82",
language = "English",
volume = "4",
journal = "Studies in Technology Enhanced Learning",
publisher = "PubPub",
number = "4.1",

}

RIS

TY - JOUR

T1 - Generative Artificial Intelligence and education

T2 - Research, policy and practice

AU - Passey, Don

AU - Taggart, Sammy

AU - Leow, Serena

AU - Lee, Cheng Ean (Catherine)

PY - 2024/12/22

Y1 - 2024/12/22

N2 - Generative artificial intelligence (GenAI) has only recently become a focus of prominent discussion for many educational institutions and educators. Responses and reactions to the idea of access to GenAI and the uses of GenAI in education are varied – for example, there are those who advocate use (those who see its benefits and put use into practice), those who oppose use (those who recognise ethics and bias as major issues and ban use in practice), and those who believe that trialling use is important (those who see both potential benefits and challenges and are willing to trial use to assess the range of outcomes that might arise). This Special Issue is concerned with research that can shed light on the range of benefits and challenges that are highlighted in this emerging field—seeking to offer perspectives to support current and future research, practice and policy.

AB - Generative artificial intelligence (GenAI) has only recently become a focus of prominent discussion for many educational institutions and educators. Responses and reactions to the idea of access to GenAI and the uses of GenAI in education are varied – for example, there are those who advocate use (those who see its benefits and put use into practice), those who oppose use (those who recognise ethics and bias as major issues and ban use in practice), and those who believe that trialling use is important (those who see both potential benefits and challenges and are willing to trial use to assess the range of outcomes that might arise). This Special Issue is concerned with research that can shed light on the range of benefits and challenges that are highlighted in this emerging field—seeking to offer perspectives to support current and future research, practice and policy.

KW - artificial intelligence

KW - artificial intelligence in ducation

KW - artificial intelligence research

KW - artificial intelligence inpolicy

KW - artificial intelligence in practice

U2 - 10.21428/8c225f6e.001efa82

DO - 10.21428/8c225f6e.001efa82

M3 - Editorial

VL - 4

JO - Studies in Technology Enhanced Learning

JF - Studies in Technology Enhanced Learning

IS - 4.1

ER -