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Publicação
Emerging technologies as sociotechnical–immersive systems: qualitative validation of a framework
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Orientador(es)
Resumo(s)
Artificial intelligence now sits at the center of emerging technologies discourse in K–12 digital learning. Based on DLAC survey and focus group data, this study pilottests the Emerging Technologies Sociotechnical–Immersive Systems Framework (ETSIS) to examine how AI is being imagined and enacted in practice. Practitioners describe both pragmatic adoption and deep concern, particularly around authenticity, assessment, and equity. Using framework-to-data mapping and misfit analysis, we analyze how sociotechnical conditions shape environment design and everyday pedagogical routines.
Findings suggest that AI is not simply another tool layered onto digital systems but a participant in evolving learning ecologies, raising questions about educator preparation, data infrastructures, and the reconfiguration of agency in online learning environments.
Descrição
Palavras-chave
Sociotechnical-immersive systems
Contexto Educativo
Citação
Editora
Association for the Advancement of Computing in Education (AACE)
Licença CC
Sem licença CC