Description
The increasingly pervasive use of digital technology has catapulted society into an interconnected world where the natural boundaries between humankind and machine, virtual and real, individual and community have become less perceptible. As individuals interact with different digital technologies, they must build a digital intelligence, which must be further cultivated as it is a key competency for the future of school and work. Digital intelligence includes understanding the mutual strengths between people and technology, as well as developing an awareness in the use of digital tools in order to avoid common threats such as cyberbullying, addiction to video games, techno-stress, and more. As adolescents continue to engage with virtual reality and 3D virtual worlds where the online and offline overlap and coincide, it is important to build this intelligence as well as utilize these technologies to promote successful learning.
The Handbook of Research on Teaching With Virtual Environments and AI explores the new personalized educational opportunities that are available with digital technology and virtual environments that can be used within education. This book focuses on the use of these tools and how to navigate the use of new technologies such as AI and virtual environments for educational practices. While highlighting topics such as virtual worlds, game-based learning, intelligent tutoring, augmented reality, and more, this book is ideal for teachers, administrators, technologists, educational software developers, IT specialists, practitioners, researchers, academicians, and students interested in how virtual environments and AI are being implemented in teaching practices.
Author's/Editor's Biography
Gianni Panconesi (Ed.)
Gianni Panconesi graduated in Pedagogy. He holds a Master in “Methods and Technologies for e-Learning” and one on “Profile and Functions of the Consultant for School Improvement”, then he attended further Qualification Courses like: “Digital Didactics”, “IBSE approach in science education”, “Mobile devices in the classroom”, “Coding in your classroom” and “Learning how to learn and teach in Cyberspace”. He knows and uses the Virtual Worlds since 2007, owning a place in SecondLife and Opensim where hosts several training courses on scripting and on using software like Blender and Photoshop, supporting those who want to better know the Virtual Reality to understand its possible use in teaching and learning. He edited the publication “Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments” (IGI Global, 2017). He is co-founder of the Association “Esplica - non profit”, cultural and scientific divulgation Laboratory in the Digital Age, addressed to young people at the school and to adults in developing their LifeLongLearning. He has experience as a teacher in high school, has been a teacher in TFA university courses for the qualification of new teachers for Italian schools and has led courses for teachers of various school for the knowledge of Virtual Worlds. He holds a qualification as TPP (Professional Communication Technician), is a journalist enrolled in the Journalists' Order and deals with Media Literacy in a pedagogical-didactic perspective.
Maria Guida (Ed.)
Maria Guida is a researcher at INDIRE, a public research institute whose main mission is to sustain the evolution of the Italian educational system through technology-enhanced teachers training, system actions for improvement and innovation. At INDIRE Maria has had an active role in teacher training National Programs (i. e. the mandatory training programs for Newly Qualified Teachers). She collaborated with the University of Florence too, as a tutor for Mathematics and Physics postgraduate students in the TFA, the specialization course for soon-to-be teachers. She has been working for years (2007 onward) in the research “Immersive Education”, which investigates 3D virtual environments and their educational potential. At European level she is involved in STEM education with a focus on the active and student-centered learning, which she has driven for years her research to, because she could identify it, through studies and experiences, as an element of strong contrast to the dropout phenomenon.