Henriikka Vartiainen, Teemu Valtonen, Juho Kahila and Matti Tedre
In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the…
Abstract
Purpose
In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the potential uses and misuses of generative AI in education. There has risen a need to check the popular utopian and dystopian narratives about AI against the diversity of hopes, concerns and future imaginaries that educators themselves associate with generative AI. The purpose of this study is to investigate the perspectives of Finnish teacher educators on the use of AI in education.
Design/methodology/approach
This article reports findings from a hands-on workshop in teacher training, where participants learned about how generative AI works, collaboratively explored generative AI and then reflected on its potential and challenges.
Findings
The results reveal nuanced, calm and thoughtful imaginaries rooted in deep understanding of educational policy, evaluation and the sociocultural context of education. The results cover teachers’ views on the impact of AI on learners’ agency, metacognition, self-regulation and more.
Originality/value
This article offers a unique exploration into the perceptions and imaginaries of educators regarding generative AI in specific (instead of “monolithic AI”), moving beyond dystopian views and instead focusing on the potential of AI to align with existing pedagogical practices. The educators contrasted the common techno-deterministic narratives and perceived AI as an avenue to support formative assessment practices and development of metacognition, self-regulation, responsibility and well-being. The novel insights also include the need for AI education that critically incorporates social and ethical viewpoints and fosters visions for a future with culturally, socially and environmentally sustainable AI.
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Tiina-Kaisa Kuuru and Elina Närvänen
This paper aims to study the embodied nature of service employees’ work in human touch contexts.
Abstract
Purpose
This paper aims to study the embodied nature of service employees’ work in human touch contexts.
Design/methodology/approach
The paper adopts the practice theory as its interpretive approach, using focus group interviews with service employees from different industries.
Findings
The study identifies four practice bundles related to the embodied dimension of service employees’ work: orienting, attuning, connecting and wrapping up. The findings illustrate how employees’ knowledge, skills and capabilities are used via the body.
Practical implications
The study provides guidance for managers to use an embodied perspective in the management of service employees.
Originality/value
This study contributes to the discussion on embodiment in service encounters by highlighting the embodied nature of service employees’ work.