HomeDigitization in Education: Risks, Values and Opportunities

Digitization in Education: Risks, Values and Opportunities

Digitalisation des pratiques en éducation : risques, valeurs et opportunités

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Published on Tuesday, January 16, 2024

Abstract

Français English

The digitization of education is at a turning point, raising complex issues. Among the major concerns are the social and human risks associated with the growing use of artificial intelligence (AI) and other technologies in decision-making and education. Educators need to consider the integration of these tools into their practices: how can they enrich teaching, what are the implications for assessment, and what is the role of the teacher in this context? The 14th edition of the Ticemed3 international colloquium invites researchers in information and communication sciences and in education and training to engage in a dialogue with their peers in computer science, from a North-South perspective. The aim of Ticemed will be to examine the risks and opportunities associated with the increasing digitization of educational practices, from a technological, ethical and/or cultural angle.

Announcement

Français English

Arguments

In an open letter published on March 22, 20235, one of the most influential figures on the planet, Elon Musk, along with a group of artificial intelligence (AI) experts, called for a six-month suspension of research into systems more powerful than ChatGpt 4, citing potential social and human risks (Future of Life, 2023, Piquard, 2023). In the field of education, as in other areas, there are indeed numerous concerns about the use of this technology. Among the questions raised by AI is, for example, the issue of citizen inclusion in an algorithmic world, prompting a need to integrate this consideration into renewed media education (Labelle, 2020).

In general, this world seems to escape the control of traditional democratic decision-making processes, coupled with a risk of screen addiction highlighted by many specialists (Desmurget, 2019) but also nuanced by others (Cordier and Erhel, 2023). A simple introspection is enough to observe the time spent by everyone on smartphones, online video platforms, connected devices, and computers, all heavily utilizing AI mechanisms.

In this context, the risk of "algocracy" is on the rise (Danaher, 2016; Bersini, 2023). Furthermore, the question of AI appears to have cross-cutting social implications: economic, industrial, legal, educational, ethical, and political (Direction du numérique pour l'éducation, 2023). As indicated in the European law on artificial intelligence (2021/0106 (COD) - 21/04/2021), "Given the speed of technological advances in the field of AI, and in a global political context where an increasing number of countries are investing heavily in AI, EU members must act together to harness the many opportunities offered by this technology and address, in a manner adapted to future developments, the challenges it poses. Since the launch of the European AI strategy in April 2018, the Commission's dual policy aims to make the EU a global AI hub while ensuring that AI is human-centric and trustworthy."6, However, the question is not solely reserved for the European Union and must be considered in a global and concerted manner.

The 14th edition of the international Ticemed conference thus invites researchers in information and communication sciences, education, and training to engage in a dialogue with their peers in computer science, adopting a North-South cross-cutting approach. The purpose of Ticemed7 is to explore the risks and opportunities in the face of increasing digitalization of educational practices from technological, ethical, and/or cultural perspectives. It will invite participants to express their views on various themes, proposing diverse epistemological and methodological approaches to current issues and questioning the relationships between technology and education from a critical perspective.Thus, various cutting-edge technologies used in education will be questioned from a perspective of virtuous and ethical development, but also critically: robotics, artificial intelligence, human-machine interaction, simulations, virtual reality, digital twins, mobile devices, and natural language processing. It is essential to determine how these tools can be introduced meaningfully into current pedagogical practices and to what extent they can promote active learning, personalized teaching, collaboration, and student engagement. They also raise questions about how assessments can be conducted and the evolving role of teachers in the pedagogical relationship. Ultimately, under what conditions is the use of these technologies relevant in an educational context? What are the limits and risks they encounter? What prospects and opportunities do they offer?

These questions related to the use of technologies in an educational context invite more than ever ethical reflections, which will be at the heart of this 14th edition of the conference. The notion of responsibility needs to be qualified in pedagogical terms. In the face of developments such as the generalization of digital campuses and teaching or learning environments, teachers must also reconstruct an identity and a professional ethics specific to the use of a new framework of practices (Develay et al., 2006; Massou, 2021). These changes can lead to psychosocial risks related to loss of meaning in work or ethical conflicts (Coutrot and Perez, 2022). Therefore, they call for new support in training. Additionally, climate issues also put education actors under pressure, caught between incentives for digitalization and calls for digital sobriety (Boboc and Metzger, 2023). Moving towards a more responsible, resilient, open, low-tech, and controlled digital environment also requires technical, organizational, and cultural transformation. The necessary social and civic emancipation to accompany these changes cannot reasonably be considered without the participation of the education and vocational training system, under institutional and political supervision. It is also necessary to analyze these learning practices with digital tools inside and outside of school time and their impact on the potential evolution of the school or university form (Peltier et al., 2022). Finally, we can hypothesize that, despite its growing carbon footprint, the idea of pedagogical innovation through digital technology can give meaning to ecocitizenship and contribute to digital emancipation of citizens by enhancing their capacity for action (Céci et al., 2023), while promoting an ethical stance among all the actors involved in an educational situation.

Moreover, the venue of this 14th edition invites reflection on the possibilities offered by digital technology in cultural education or history teaching. Each country's heritage culture includes artworks, monuments, books, libraries, and ancient manuscripts. All of these objects must be preserved against natural disasters, wars, artistic vandalism, climate change, and religious ignorance. For these reasons, governments and international organizations such as UNESCO support digital heritage, as evidenced, for example, by the Charter on the Conservation of Digital Heritage8. Furthermore, digital heritage enables virtual accessibility to unavailable archaeological sites. How do digital technologies serve educational interests and pedagogical purposes when it comes to understanding heritage in a school context?

Three major thematic axes are proposed for contributions to the upcoming Ticemed conference, which will be held in Cairo, Université Française d’Egypte, from October 15th to October 17th, 2024:

  1. The integration of technologies in education;
  2. The ethical use of digital technology in education;
  3. Digital, heritage, and cultural mediations in the school context.

All of these themes (detailed below) aim to question potentially innovative pedagogical practices while seeking to resolve the tensions induced by these new uses. It may involve developing a reflection on the digital (with a heuristic purpose), for the digital (with a transformative purpose), by and with the digital (by enhancing the power of action). Ticemed 14 will specifically seek to contribute to discussions on a critical use of digital technology in education, with an emancipatory purpose.

Axis 1: The Integration of Technologies in Education

  • Artificial Intelligence ·
  • Robotics ·
  • Mobile or Nomadic Technologies
  • Virtual or Augmented Reality ·
  • Human-Machine Interaction ·
  • Natural Language Processing ·
  • Online Learning Platforms ·
  • Personalized or Adaptive Learning ·
  • Active Learning Methods ·
  • Innovative Practices in Education (Teaching, Evaluation, etc.)

Axis 2: The Ethical Use of Digital Technology in Education

  • Equality (gender, learner profiles, etc.) ·
  • Inclusion (learners with specific needs or difficulties, etc.) ·
  • Responsibility (environmental, sociological, etc.) ·
  • Equity (professional ethics, values, etc.) ·
  • Sustainability (environmental impact, interoperability, etc.) ·
  • Respect (privacy, security, transparency, etc.) ·
  • Openness (open educational resources, digital commons, interoperability, etc.) ·
  • Ethics of using generative chat technologies (privacy, security, risks, etc.) ·
  • Education for digital citizenship ·
  • Individual and Collective Emancipation (personal development, community living, etc.)

Axis 3: Digital, Heritage, and Cultural Mediations in the Academic context 

  • Digital Management of Cultural Heritage (preservation, mediation, etc.) ·
  • Technologies for Digital Heritage (including AI) ·
  • Digital Heritage and Sustainable Development ·
  • Cultural Heritage and Digital Accessibility (virtual or augmented reality, personalized guides, etc.)
  • Innovative Pedagogical Practices on Cultural Heritage (gamification, simulation, etc.)

These three thematic axes aim to explore the integration of advanced technologies in education while considering ethical aspects, and to examine how digital technology can be used to mediate and preserve cultural heritage in the school context. Discussions within these axes will contribute to enhancing educational practices, addressing ethical challenges, and promoting a responsible and inclusive use of digital technology in education.

Recommandations for Authors

General Epistemological Orientation:

While concise and specific theoretical reflections are considered, the general epistemological orientation of Ticemed conferences is to favor the publication of ongoing research with strong empirical foundations. Providing information on conceptual frameworks, methodologies employed, and clear presentation of results are essential for the evaluation of communication proposals by the scientific committee.

Submission and Working Languages:

  • Submit an anonymous communication proposal “abstract” (2500 characters) in either French or English.
  • Submit a full-text for the online pre-proceedings of the conference (15000 characters) in either French or English, accompanied by two abstracts (in French and English). Optionally, you can include a third abstract in your native language, following the instructions provided upon acceptance.
  • Oral presentations should last 20 minutes, followed by a 10-minute discussion. You can present in either French or English, with visual support in the same language. Detailed instructions will be provided upon final acceptance of your proposal.
  • A selection of papers will be published in the Journal of Human Mediated Interactions, a

French- and English-speaking qualifying journal, accessible online. A second English-language indexed journal (currently being identified) will also be available.

Selection Procedure for Communication Proposals and Pre-Proceedings:

  • The communication proposals and pre-proceedings will be evaluated through a double-blind review process by the conference's scientific committee at all stages of the process.
  • Abstracts and full-text submissions should be in Word .doc format and anonymized (avoid including any author's references by replacing the name with "author").

Deadlines

  • February, 15, 2024: Abstracts (2500   characters) must be submitted by e-mail at ticemed14-abstracts@univ-tln.fr 
  • March, 15, 2024: Notification of decision for abstracts submitted
  • May, 15, 2024: Submission of the full text of the communications (15000 characters) on the conference platform that will be announced later
  • July, 01, 2024: Notification of decision for papers submitted, with eventual corrections that are to be returned before 15, 2024
  • October 15-16-17, 2024: TiceMed14 Conference, Université Française d’Égypte, Cairo
  • November 2024: Submission of the definitive text of the communication for the online proceedings (with ISBN, 15000 characters/text)
  • December 2024: Transmission of instructions to authors for publication of special issues of French- and English-speaking journals to be published

In case of technical difficulties, please contact ticemed14@univ-tln.fr. 

You will find all the relevant information gradually updated on the conference's website.

TICEMED 14 Steering Committee

  • Dominique Adolphe, Université Française d'Égypte (UFE), Le Caire, Égypte  
  • Marco Alfonse, Université Française d'Égypte (UFE), Le Caire, Égypte
  • Sami Ben Amor, Université de Toulon, France
  • Philippe Bonfils, Université de Toulon, France
  • Jean-François Céci, Université de Pau et des Pays de l'Adour, France
  • Philippe Dumas, Université de Toulon, France
  • Mariam Gawish, Université Française d'Égypte (UFE), Le Caire, Égypte 
  • Luc Massou, Université de Lorraine, France
  • Sherin Moussa, Université Française d'Égypte (UFE), Le Caire, Égypte
  • Émilie Remond, Université de Poitiers, France

TICEMED 14 Scientific Committee 

  • Marie-Hélène Abel, Université Technologique de Compiègne, Compiègne, France Etienne-Armand Amato, Université Paris Est Marne-la-Vallée, France Mostafa Aref, Ain Shams University, Cairo, Egypt Mahmoud Attallah, Arab Open University, Egypt
  • Hajar Baazaoui, CY Université, Cergy-Pontoise, France
  • Abderrahmane Amsidder, Université d'Agadir, Maroc
  • Jean-Luc Bergey, Université de Lorraine, France
  • Baptiste Bohet, Université Sorbonne Nouvelle, Paris, France. Kamel Bouraoui, Université Virtuelle de Tunis, Tunisie Faten Chaieb-Chakchouk, EFREI, Villejuif, France
  • Jean-François Cerisier, Université de Poitiers, France Bernadette Charlier, Université de Fribourg, Suisse Anne Cordier, Université de Lorraine, France
  • Fathallah Daghmi, Université de Poitiers, France
  • Michel Durampart, Université de Toulon, France
  • Cynthia Eid, Université de Montréal, Canada
  • Kamal Eldhashan, Al-Azhar University, Cairo, Egypt Dima Elhusseini, Université Française d’Egypte, Cairo, Egypt Ghada Elkhayat, Alexandria University, Alexandria, Egypt. Jérôme Eneau, Université de Rennes 2, France
  • Germain Forestier, Université de Haute-Alsace, Mulhouse, France Imed Gargouri, Université de Sfax, Tunisie
  • Thierry Gobert, Université de Perpignan, France
  • Walid Hussein, The British University in Egypt, Cairo, Egypt
  • Christine Lahoud, Université de Technologie de Belfort-Montbéliard, Belfort, France.
  • Sylvie Leleu-Merviel, Université Polytechnique des Hauts de France, France
  • Valérie Lépine, Université Montpellier 3, France
  • Nikos Mastorakis, Hellenic Naval Academy, Piraeus, Greece Cathia Papi, Télé Université du Québec, Canada.
  • Daniel Peraya, Université de Genève, Suisse
  • Katarzyna Potyrała, Polytechnikum de Cracovie, Pologne Carla Serhan, Université de Balamand, Liban
  • Stéphane Simonian, Université de Lyon 2, France
  • Bérengère Stassin, Université de Lorraine, France
  • Florence Thiault, Université de Rennes 2, France
  • Farid Toumi, Université d'Agadir, Maroc
  • Philippe Useille, Université Polytechnique des Hauts de France, France
  • Carsten Wilhem, Université de Haute Alsace, France
  • George Zaki, University of Maryland, College Park, Mariland, USA.

References

  • Babeau, O, (2023). La tyrannie du divertissement. Buchet-Chastel. 
  • Bersini, H. (2023). Algocratie : Allons-nous donner le pouvoir aux algorithmes ? De Boeck supérieur.
  • Boboc, A. et Metzger, J-L. (2023). La formation professionnelle entre injonction à la numérisation et impératif de sobriété, Appel à contribution pour la revue Distances et Médiations des Savoirs.https://journals.openedition.org/dms/8424
  • Bonfils, P., Dumas, P., Remond, E., Stassin, B., Vovou, I., (2020). L’éducation aux médias tout au long de la vie : Des nouveaux enjeux pédagogiques à l’accompagnement du citoyen. Actes du colloque international Ticemed 12 L’Education aux médias tout au long de la vie : des nouveaux enjeux pédagogiques à l’accompagnement du citoyen, Athènes, Grèce. Association internationale Ticemed. https://www.ticemed.eu/ticemed-12-athenes
  • Céci, J.-F., Heiser, L., et Romero, M. (2023). Le dispositif 5J5IA, un exemple de régulation critique de l’IA en éducation. In Enseigner et apprendre à l’ère de l’IA - Acculturation, intégration et usages créatifs de l’IA en éducation, livre blanc. Canopé. https://hal.science/hal-04032083
  • Cordier, A., Erhel, S. (2023). Mythes et réalités. Les enfants et les écrans. Editions Retz
  • Coutrot, T. et Pérez, C. (2022). Redonner du sens au travail. Seuil.
  • Danaher, J. (2016). The Threat of Algocracy: Reality, Resistance and Accommodation. Philosophy &. Technology, 29, 245–268. https://doi.org/10.1007/s13347-015-0211-1  
  • Desmurget, M. (2019). La Fabrique du crétin digital. Les dangers des écrans pour nos enfants. Seuil.
  • Develay, M., Godinet, H. & Ciekanski, M. (2006). Pour une écologie de la responsabilité pédagogique en e-formation. Distances et savoirs, 4, 61-72. https://doi.org/10.3166/ds.4.61-72
  • Direction du numérique pour l’éducation (2023). Intelligence artificielle et éducation. Apports de la recherche et enjeux pour les politiques publiques. Éducation, numérique et recherche. https://edunumrech.hypotheses.org/8726
  • Future of Life Institute (2023), Pause Giant AI Experiments: An Open Letter, https://futureoflife.org/open-letter/pause-giant-ai-experiments/  
  • Labelle, S. (2020). Algorithmes et éducation aux médias : rétroingénierie, pratiques ordinaires et débats citoyens », in : Bonfils, P., Dumas, P., Remond, E., Stassin, B., Vovou, I. (dires). L'éducation aux médias tout au long de la vie : Des nouveaux enjeux pédagogiques à l’accompagnement du citoyen., Athènes, Grèce. https://shs.hal.science/halshs-03206274v2/document  
  • Massou, L. (2021). Pour une approche compréhensive de l’analyse des usages du numérique en contexte professionnel. Le cas de l’enseignement supérieur. Habilitation à diriger des recherches en sciences de l’information et de la communication. Université de Lorraine. https://shs.hal.science/tel-03113900/  
  • Peltier, C., Peraya, D., Bonfils, P et Heiser, L. (2022). La forme universitaire à l’épreuve des pratiques médiatiques personnelles, Questions de communication, 42, 431-452. http://journals.openedition.org/questionsdecommunication/30184  
  • Piquard, A. (2023) . Elon Musk et des centaines d’experts réclament une « pause » dans le développement de l’intelligence artificielle, Le Monde, 29 mars. https://www.lemonde.fr/economie/article/2023/03/29/elon-musk-et-des-centaines-d-expertsreclament-une-pause-dans-le-developpement-de-l-ia_6167461_3234.html
  • Remond, E., Massou, L., Bonfils, P., (dirs), (2021), Enseignement supérieur et numérique. Mondialisation, mobilités, Presses universitaires de Nancy – Éditions universitaires de Lorraine.

Notes

[1] Pause Giant AI Experiments: An Open Letter, Future of Life Institute. 22 March 2023. https://futureoflife.org/open-letter/pause-giant-ai-experiments/

[2] Regarding this, please see the online communication from the European Commission to the European Parliament, the European Economic and Social Committee, and the Committee of the Regions: "Promoting a European approach to Artificial Intelligence." : https://eur-lex.europa.eu/legalcontent/FR/TXT/HTML/?uri=CELEX:52021DC0205&from=FR.

Places

  • Université Française d'Egypte
    Cairo, Arab Republic of Egypt

Date(s)

  • Thursday, February 15, 2024

Keywords

  • médiation numérique, éthique, IA, technologie, numérique, éducation,

Contact(s)

  • Emilie REMOND
    courriel : emilie [dot] remond [at] univ-poitiers [dot] fr

Reference Urls

Information source

  • Emilie REMOND
    courriel : emilie [dot] remond [at] univ-poitiers [dot] fr

License

CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« Digitization in Education: Risks, Values and Opportunities », Call for papers, Calenda, Published on Tuesday, January 16, 2024, https://doi.org/10.58079/vluh

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