A Review of the Literature from 1970 to 2022 on the Roles of Teachers and Artificial Intelligence in the Field of AI in Education
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This article reviews the literature on the role of artificial intelligence (AI) and what teachershave envisioned in the field of artificial intelligence in education (AIED) since 1970. Forty-eight documents, most of them theoretical, were analyzed to identify what roles are given to AI in relation to learners, teachers, knowledge and the classroom as a whole (i.e. supporting motivation or providing personalized feedback). Quotes discussing teachers’ role toward these components of learning situations were also analyzed (i.e. orchestrating interactions or evaluating learners). The results show considerable overlap between teachers’ role and what AI is being developed to achieve in the field of AIED. Even if impossible in a predictable future, the ambition of research in the field seems to be to automate a growing number of teachers’ tasks. In the meantime, the role of teachers appears to be a dead angle in the field of AIED. The discussion proposes to reuse Faerber’s ICT pyramid (2003), based on Houssaye’s didactic triangle (1988/2015), to better study the role of AI in education in relation to those of teachers and learners.
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