Position paper -Towards Socio-technical Design for Responsible Voice-enabled AI
Voice-enabled AI is showing promise in primary classrooms, but responsible long-term integration requires more than technical performance or short-term gains.
Project
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Responsible Voice-enabled AI in Schools (Stage 1)
Exploring Responsible Voice-enabled AI to Support Teaching, Learning, and Pupil Outcomes in Irish Primary and Special Schools.
Project Overview
Research AimÂ
This exploratory desk research examines the landscape within emerging evidence of voice-enabled AI to support teacher pedagogy and enhance pupil outcomes in Irish Primary and Special Schools. In addition, the intent is to understand from current practices on how such tools might be integrated in a responsible manner to support pupil outcomes, for instance, oral language skills. We define an overarching research question below.
Research Question
How might voice-enabled AI, grounded in pedagogical principles and responsible use, support teaching and learning in Irish primary schools, including pupil outcomes such as oral language skills, and what potential benefits and challenges are identified in the emerging evidence?
Key AspectsÂ
The desk research explores the following aspects in the context of primary schools, as identified during the workshop:
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Definition of responsible voice-enabled AI
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Potential benefits and barriers of voice-enabled AI
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Voice-enabled AI tools to support pedagogy and pupil outcomes (e.g. oral language skills)
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Association of voice-enabled AI and pedagogical frameworks
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Teacher professional development
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Design recommendationsÂ
Research Working Group
- ISTE
- NCCA
- Folens
- Meryln Mind
- C-Learning
- Hibernia College