3 Points on the Socio-Technical Plan: The Robot Teacher

The digital age has transformed people’s lives and how to do business across industries. With the advent of Artificial Intelligence and the use of emerging technologies, education leveraged computers to promote new methods of imparting knowledge and teaching methods. The discipline investigated robots use as a teacher in developing countries and deserted areas to promote equality to acquire education. Generally, the current adoption in several well-sustainable countries realized its potential, yet it portrayed several limitations and concerns (Newton & Newton, 2019). The factors consider the sociological, economic, and cultural perspectives that witnessed opposite direction and whether to adopt robots or maintain the traditional methods. Mimicking the experience in third world countries could be a different challenge. The presented sociotechnical plan considered robot teachers in schools when needed due to the scarcity in obtaining an education.

  1. UNESCO proposed the 2030 Agenda for Sustainable Development aimed to provide equality in education (Houser, 2017). The study examined the benefits that can be delivered through the use of robots and explore the social factors that might play a significant role in the perceived acceptance.
  2. The initiative could provide opportunities to millions of students living in poverty as the field witnessed a shortage of global teaching that demanded an alternative method (Edwards & Cheok, 2018).
  3. The gap in delivering sufficient educational resources was even more severe in the developing countries (Demirjian, 2015). However, several studies reported that the use of robots provided better teaching results and better engagement from students (Han, 2012; Tanaka et al., 2013). The purpose was to promote equality and the right of free education for all children on the globe with minimized cost and logistic requirements.

References

Demirjian, H. (2015). Teacher Shortage in the Arab World: Policy Implications. Research Paper. Doha, Qatar: Arab Center for Research and Policy Studies.

Edwards, B. I., & Cheok, A. D. (2018). Why not robot teachers: artificial intelligence for addressing teacher shortage. Applied Artificial Intelligence32(4), 345-360. https://doi.org/10.1080/08839514.2018.1464286

Han, J. (2012). Robot assisted language learning. Language Learning & Technology16(3), 1-9.

Houser, K. (2017, 13 December). Why Robots could replace teachers as soon as 2027, World Economic Forum. https://www.weforum.org/agenda/2017/12/why-robots-could-replace-teachers-as-soon-as-2027

Lasso-Rodríguez, G., & Gil-Herrera, R. (2019). Robotic Process Automation Applied to Education: A New Kind of Robot Teacher?. In ICERI2019: 12th annual International Conference of Education, Research and Innovation.

Newton, D. P., Newton, L. D. (2019). Humanoid Robots ads Teachers and a Proposed Code of Practice, Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2019.00125/full

Tanaka, F., Takahashi, T., Matsuzoe, S., Tazawa, N., & Morita, M. (2013, November). Child-operated telepresence robot: A field trial connecting classrooms between Australia and Japan. In 2013 IEEE/RSJ International Conference on Intelligent Robots and Systems (pp. 5896-5901). IEEE. https://doi.org/10.1109/IROS.2013.6697211

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