AI in Social Studies Education
portes grátis
AI in Social Studies Education
Tools for Thoughtful Practice With Generative Artificial Intelligence
Journell, Wayne; van Kessel, Cathryn; den Heyer, Kent; Clark, Christopher H.
Teachers' College Press
03/2025
224
Mole
9780807786680
Pré-lançamento - envio 15 a 20 dias após a sua edição
Descrição não disponível.
Contents
Foreword: Forty-Two: Questability and AIs Kent den Heyer ?vii
Acknowledgments ?xiii
Introduction Christopher H. Clark and Cathryn van Kessel ?1
1. ?A Technoskeptical Approach to Generative AI in Social Studies Education ?12
Daniel G. Krutka and Marie K. Heath
2. ?What Do We Educators Want to (Re/De/Mis)Generate With AI? ?29
Tim Monreal, Vi Trinh, Tina Soliday, Dawnavyn James, Patrick Kane, Matthew Cress, and Daphanie Bibbs
3. ?Unpacking the AI Hype: Essential Understandings and Recommendations for Social Studies Education ?42
Rachel Moylan and Lindsay Gibson
4. ?Integrity, Confidentiality, and Equity: Creating Secure and Trustworthy AI-Driven Tools for the Common Good ?61
Curby Alexander and Liran Ma
5. ?Critically Collaborating With Artificial Intelligence (AI) to Enhance Social Studies Educators' Instructional Practices ?77
Michelle Reidel, Ariel Cornett, and Elizabeth Barrow
6. ?Integrating AI Literacy Within Social Studies: An Argument, a Framework, and a Call to Action ?99
Thomas C. Hammond, Zilong Pan, and Julie Oltman
7. ?In AI We Trust? ?119
Christopher H. Clark and Elizabeth Reynolds
8. ?Preparing Social Studies Teachers to Apply ChatGPT as a Linguistically Responsive Tool for Multilingual Learners Through Teacher Research ?136
Kevin Donley
9. ?Using or Eschewing AI for Mixed-Media Art Journaling in History Education ?152
Leslie Smith Duss
10. ?(Posthuman) ABCs of Artificial Alternative Intelligence(s) and Implications for Social Studies Education ?165
Erin C. Adams and Bretton A. Varga
Concluding Thoughts ?184
Christopher H. Clark and Cathryn van Kessel
Endnotes ?191
Index ?193
About the Editors and Contributors ?205
Foreword: Forty-Two: Questability and AIs Kent den Heyer ?vii
Acknowledgments ?xiii
Introduction Christopher H. Clark and Cathryn van Kessel ?1
1. ?A Technoskeptical Approach to Generative AI in Social Studies Education ?12
Daniel G. Krutka and Marie K. Heath
2. ?What Do We Educators Want to (Re/De/Mis)Generate With AI? ?29
Tim Monreal, Vi Trinh, Tina Soliday, Dawnavyn James, Patrick Kane, Matthew Cress, and Daphanie Bibbs
3. ?Unpacking the AI Hype: Essential Understandings and Recommendations for Social Studies Education ?42
Rachel Moylan and Lindsay Gibson
4. ?Integrity, Confidentiality, and Equity: Creating Secure and Trustworthy AI-Driven Tools for the Common Good ?61
Curby Alexander and Liran Ma
5. ?Critically Collaborating With Artificial Intelligence (AI) to Enhance Social Studies Educators' Instructional Practices ?77
Michelle Reidel, Ariel Cornett, and Elizabeth Barrow
6. ?Integrating AI Literacy Within Social Studies: An Argument, a Framework, and a Call to Action ?99
Thomas C. Hammond, Zilong Pan, and Julie Oltman
7. ?In AI We Trust? ?119
Christopher H. Clark and Elizabeth Reynolds
8. ?Preparing Social Studies Teachers to Apply ChatGPT as a Linguistically Responsive Tool for Multilingual Learners Through Teacher Research ?136
Kevin Donley
9. ?Using or Eschewing AI for Mixed-Media Art Journaling in History Education ?152
Leslie Smith Duss
10. ?(Posthuman) ABCs of Artificial Alternative Intelligence(s) and Implications for Social Studies Education ?165
Erin C. Adams and Bretton A. Varga
Concluding Thoughts ?184
Christopher H. Clark and Cathryn van Kessel
Endnotes ?191
Index ?193
About the Editors and Contributors ?205
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Teaching; curriculum; pedagogy; technology; ICE framework; technoskepticism; media literacy; ChatGPT; citizenship; alternative intelligence; linguistically responsive tools; large language model; response generation; computer science; qualitative research; multilingual learner; text and art generator; equity; methods; mixed media; digital revolution; virtual learning environments; enhancing instructional practices; human rationale; society; culture; politics; economy; teacher education; humanities; social sciences; NCSS; professional development
Contents
Foreword: Forty-Two: Questability and AIs Kent den Heyer ?vii
Acknowledgments ?xiii
Introduction Christopher H. Clark and Cathryn van Kessel ?1
1. ?A Technoskeptical Approach to Generative AI in Social Studies Education ?12
Daniel G. Krutka and Marie K. Heath
2. ?What Do We Educators Want to (Re/De/Mis)Generate With AI? ?29
Tim Monreal, Vi Trinh, Tina Soliday, Dawnavyn James, Patrick Kane, Matthew Cress, and Daphanie Bibbs
3. ?Unpacking the AI Hype: Essential Understandings and Recommendations for Social Studies Education ?42
Rachel Moylan and Lindsay Gibson
4. ?Integrity, Confidentiality, and Equity: Creating Secure and Trustworthy AI-Driven Tools for the Common Good ?61
Curby Alexander and Liran Ma
5. ?Critically Collaborating With Artificial Intelligence (AI) to Enhance Social Studies Educators' Instructional Practices ?77
Michelle Reidel, Ariel Cornett, and Elizabeth Barrow
6. ?Integrating AI Literacy Within Social Studies: An Argument, a Framework, and a Call to Action ?99
Thomas C. Hammond, Zilong Pan, and Julie Oltman
7. ?In AI We Trust? ?119
Christopher H. Clark and Elizabeth Reynolds
8. ?Preparing Social Studies Teachers to Apply ChatGPT as a Linguistically Responsive Tool for Multilingual Learners Through Teacher Research ?136
Kevin Donley
9. ?Using or Eschewing AI for Mixed-Media Art Journaling in History Education ?152
Leslie Smith Duss
10. ?(Posthuman) ABCs of Artificial Alternative Intelligence(s) and Implications for Social Studies Education ?165
Erin C. Adams and Bretton A. Varga
Concluding Thoughts ?184
Christopher H. Clark and Cathryn van Kessel
Endnotes ?191
Index ?193
About the Editors and Contributors ?205
Foreword: Forty-Two: Questability and AIs Kent den Heyer ?vii
Acknowledgments ?xiii
Introduction Christopher H. Clark and Cathryn van Kessel ?1
1. ?A Technoskeptical Approach to Generative AI in Social Studies Education ?12
Daniel G. Krutka and Marie K. Heath
2. ?What Do We Educators Want to (Re/De/Mis)Generate With AI? ?29
Tim Monreal, Vi Trinh, Tina Soliday, Dawnavyn James, Patrick Kane, Matthew Cress, and Daphanie Bibbs
3. ?Unpacking the AI Hype: Essential Understandings and Recommendations for Social Studies Education ?42
Rachel Moylan and Lindsay Gibson
4. ?Integrity, Confidentiality, and Equity: Creating Secure and Trustworthy AI-Driven Tools for the Common Good ?61
Curby Alexander and Liran Ma
5. ?Critically Collaborating With Artificial Intelligence (AI) to Enhance Social Studies Educators' Instructional Practices ?77
Michelle Reidel, Ariel Cornett, and Elizabeth Barrow
6. ?Integrating AI Literacy Within Social Studies: An Argument, a Framework, and a Call to Action ?99
Thomas C. Hammond, Zilong Pan, and Julie Oltman
7. ?In AI We Trust? ?119
Christopher H. Clark and Elizabeth Reynolds
8. ?Preparing Social Studies Teachers to Apply ChatGPT as a Linguistically Responsive Tool for Multilingual Learners Through Teacher Research ?136
Kevin Donley
9. ?Using or Eschewing AI for Mixed-Media Art Journaling in History Education ?152
Leslie Smith Duss
10. ?(Posthuman) ABCs of Artificial Alternative Intelligence(s) and Implications for Social Studies Education ?165
Erin C. Adams and Bretton A. Varga
Concluding Thoughts ?184
Christopher H. Clark and Cathryn van Kessel
Endnotes ?191
Index ?193
About the Editors and Contributors ?205
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Teaching; curriculum; pedagogy; technology; ICE framework; technoskepticism; media literacy; ChatGPT; citizenship; alternative intelligence; linguistically responsive tools; large language model; response generation; computer science; qualitative research; multilingual learner; text and art generator; equity; methods; mixed media; digital revolution; virtual learning environments; enhancing instructional practices; human rationale; society; culture; politics; economy; teacher education; humanities; social sciences; NCSS; professional development
