BUiD Library: EDU 551 AI and Assistive Technology in Inclusive Classrooms: Reading list

Module

EDU 551 AI and Assistive Technology in Inclusive Classrooms

Department: Master of Education

Module Description: Overall, the module offers knowledge and skills in adopting and incorporating Assistive Technology and AI to support the education of all learners in inclusive settings at the Masters level. It aims to develop students' knowledge and skills in designing and implementing AI teaching tools, as well as adopting and using assistive technologies to support all learners regardless of their academic abilities in diverse and inclusive settings. Latest trends and issues, as well as latest AI tools will be learned and implemented in this module. Using critical thinking, research, and communication skills while providing them with a deep understanding of related assistive technologies and AI tools and issues. The module enables students to become familiar with such technologies to complement the design and implementation of a least restrictive environment that supports the development of all learners in inclusive setting.

Module texts

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th Edition). Sage Publications.
Merriam, S.B., & Tisdell, E.J. (2015) Qualitative Research (4th Edition). Joosey-Bass.
Cohen, L., Manion, L. & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.
Coe, R., Waring, M., & Hedges, L.V. (eds) (2021). Research Methods and Methodologies in Education (3rd edn). London: Routledge.

Recommended readings

Alonso-Campuzano, C., Iandolo, G., Filosofi, F., Tardivo, A., Sosa-González, N., Pasqualotto, A., Venuti, P. (2023). Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders. Journal of Applied Research in Intellectual Disabilities. 1-20.
Badawieh, M, Abukari, A & Gaad, E. (2023) Educating Learners with SEND in One Private Mainstream School in Dubai: Effectiveness and Challenges of Policy Implementation, BDRC Conference Proceeding, Springer
Baksansky, O. E. (2020). Cognitive Psychology and Modern Education. In Cognitive Behavioral Therapy-Theories and Applications. IntechOpen.
Barsalou, L. W. (2014). Cognitive psychology: An overview for cognitive scientists.
Bhutoria, A. (2022). Personalized education and Artificial Intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model. Computers and Education: Artificial Intelligence, 3, 100068.
Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic analysis. Qualitative psychology: A practical guide to research methods, 3, 222-248.
En.Naggar, A, Gaad, E & Inocencio, Sh. (2024) Enhancing Inclusive Education in the UAE: Integrating AI for Diverse Learning Needs, Research in Developmental Disabilities, Volume 147 Aprilril 2024 104685
Gaad, E (2010) Inclusive Education in the Middle East, Routledge: NY.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
Garces-Bacsal, R. M., Tupas, R., Alhosani, N. M., & Elhoweris, H. (2021). Teachers’ perceptions of diversity and ‘others’ in United Arab Emirates (UAE) Schools. Pedagogy, Culture & Society, 1-19.
Gross, M. U. (2015). Characteristics of able gifted highly gifted exceptionally gifted and profoundly gifted learners. In Applied practice for educators of gifted and able learners (pp. 1-23). Brill.
Halaweh, M. (2023). ChatGPT in education: Strategies for responsible implementation.
Hyslop-Margison, E. J., & Strobel, J. (2007). Constructivism and education: Misunderstandings and pedagogical implications. The Teacher Educator, 43(1), 72-86.
Järvelä, S., Nguyen, A., & Hadwin, A. (2023). Human and artificial intelligence collaboration for socially shared regulation in learning. British Journal of Educational Technology.‏
Kasneci, E., Seßler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and individual differences, 103, 102274.
Kuusisaari, H. (2014). Teachers at the zone of proximal development: Collaboration promoting or hindering the development process. Teaching and Teacher Education, 43, 46–57.
Li, L., Ma, Z., Fan, L., Lee, S., Yu, H., & Hemphill, L. (2023). ChatGPT in education: A discourse analysis of worries and concerns on social media. arXiv preprint arXiv:2305.02201.
Redenius, J., & Skaar, N. (2017). Challenges of Meeting the Needs of Gifted Students Within an RTI System. The Journal of Teacher Action Research, 4(1).
Reis, S., & Renzulli, J. (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20, 308-317. [DOI: 10.1016/j.lindif.2009.10.012]
Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 246-279). Cambridge University Press.
Roediger III, H. L. (2013). Applying cognitive psychology to education: Translational educational science. Psychological Science in the Public Interest, 14(1), 1-3.
Roth, W. M., & Radford, L. (2010). Re/thinking the zone of proximal development (symmetrically). Mind, culture, and activity, 17(4), 299-307.
Siegle, D. (2023). A Role for ChatGPT and AI in Gifted Education. Gifted Child Today, 46(3), 211-219
Sok, S., & Heng, K. (2023). ChatGPT for education and research: A review of benefits and risks. Available at SSRN 4378735.
Splitter, L. J. (2009). Authenticity and constructivism in education. Studies in philosophy and education, 28, 135-151.
UAE National Committee on Sustainable Development Goals. (2017). UAE and the 2030 agenda for sustainable development: Excellence in implementation.
Zhai, X. (2022). ChatGPT user experience: Implications for education. Available at SSRN 4312418.