Potential Abstract: This research investigates the role of constructionist communities in navigating the policy environment for the integration of naive artificial intelligence (AI) in educational settings. Drawing on the theoretical frameworks of constructionism and educational policy, this study explores how collaborative learning communities can empower educators and policymakers to effectively implement and regulate the use of AI technologies in schools. Through a mixed-methods approach, including surveys, interviews, and document analysis, this research examines the experiences and perspectives of educators, policymakers, and AI developers in shaping the discourse around the ethical and practical implications of using AI in education. By critically analyzing the interactions between constructionist pedagogy, AI technologies, and policy decisions, this study aims to provide insights into fostering inclusive, innovative, and ethically responsible AI-infused educational practices.
Potential References:
- Constructionism and AI: A history and possible futures
- A social science perspective on artificial intelligence: Building blocks for a research agenda
- Public discourse on automated vehicles in online discussion forums: A social constructionist perspective
- Engineering knowledge: The construction of knowledge in artificial intelligence
- Collaborative construction of artificial intelligence curriculum in primary schools
