Artificial Intelligence, Smart Classrooms and Online Education in the 21st Century: Implications for Human Development

Ikedinachi A. P. WOGU (Covenant University, Ota, Nigeria), Sanjay Misra (Covenant University, OTA, Nigeria), Patrick A. Assibong (Covenant University, Ota, Nigeria), Esther Fadeke Olu-Owolabi (Covenant University, Ota, Nigeria), Rytis Maskeliūnas (Kaunas University of Technology, Kaunas, Lithuania), and Robertas Damasevicius (Kaunas University of Technology, Kaunas, Lithuania)
Copyright: © 2019 |Pages: 79
EISBN13: 9781799803416|DOI: 10.4018/JCIT.2019070105
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The advent of artificial intelligence (AI) technology in the education sector has largely taken over conventional classrooms and revolutionized the way education is conducted to the admiration of many. Other scholars however, believe that such early celebration of AI benefits is unfounded and inimical to the education sector since the adoption of modern AI teaching systems now raises long-term issues about the relevance of teachers and their classrooms in 21st Century AI education. The Marxian Alienation Theory was adopted for the article. The Ex-post factor method and Derrida's critical method of analysis was utilized for attaining the objectives of the article. The article faults recent attempts at eulogizing the impact of AI innovations in the education sector and on human development. Extensive research is proposed as necessary for contemporary scholars of AI and education technologist before proper appropriation can be made about its gains in education and on human development.
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