This is my Research Paper: Proposal and Annotated Bibliography Assignment submission for CLED720: Biblical & Theological Foundations of Education (B01).

Proposed Research

Research Paper Proposal

AI’s Role in Modernizing Chrisitan Education in  America

 

Jermaine Eric Whiteside

School of Divinity, Liberty University

CLED 720: Theological Foundations of Education

Dr. John Cartwright

June 2, 2021

 

 

Thesis Development

General Topic- Christian Education and America (Anthony & Benson, 2011)

Research Topic- Artificial Intelligence's Role in Modernizing Christian Education in America

Research Question- How can Artificial Intelligence be utilized to modernize Christian education in America by enhancing personalized learning experiences, improving accessibility, increasing engagement, and supporting educators while addressing ethical considerations?

Thesis Statement- Artificial Intelligence can modernize Christian education in America by offering personalized learning experiences, enhancing accessibility, and enabling data-driven insights to improve educational outcomes.

Annotated Bibliography

Alkhouri, K. I. (2024). The Role of Artificial Intelligence in the Study of the Psychology of Religion. Religions, 15(3), 290. https://doi.org/10.3390/rel15030290

Summary: This article by K. I. Alkhouri explores the intersection of artificial intelligence (AI) and the psychology of religion, examining how AI can be utilized to understand and enhance religious experiences. The study highlights AI’s potential in analyzing religious texts, understanding religious behaviors, and providing personalized spiritual guidance. The article also discusses the ethical implications of using AI in religious contexts, emphasizing the need for AI systems that respect religious beliefs and practices while enhancing spiritual growth.

Evaluation: This source is highly relevant for research on integrating AI into Christian education, particularly in understanding the psychological aspects of religious experiences. It provides insights into how AI can be used to personalize spiritual guidance and enhance religious practices, aligning with the proposal’s focus on personalized learning experiences. Additionally, the discussion on ethical implications complements the research by providing a balanced perspective on the benefits and challenges of using AI in religious contexts. Compared to other sources, Alkhouri's work offers a unique focus on the psychology of religion, which is crucial for developing AI systems that are both effective and respectful of religious traditions.

Anderson, T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in Education Research? (“Expanding Approaches for Research: Design Research - ed”) Educational Researcher, 41(1), 16-25.

Summary: This article provides an overview of Design-Based Research (DBR) as a methodology that bridges the gap between research and practice in education. The authors review the characteristics of DBR, analyze the most cited DBR articles over a decade, and discuss its application in real educational contexts. They highlight DBR's focus on iterative testing, mixed methods, and collaborative partnerships between researchers and practitioners (Anderson & Shattuck, 2012).

Evaluation: This source is relevant to the proposal as it outlines a research methodology that can be applied to studying AI's role in modernizing Christian education. DBR’s iterative approach and emphasis on practical application align well with the proposal's aim to integrate AI in a meaningful and effective way. Compared to other sources, it provides a methodological framework rather than content-specific insights, complementing practical sources like Woolf (2010) and W. Holmes et al. (2019)

Anthony, M. J., & Benson, W. S. (2011). Exploring the history and philosophy of Christian education: Principles for the 21st Century. Wipf and Stock Publishers.

Summary: This book provides an extensive overview of the history and philosophy of Christian education, focusing on its development and foundational principles. It explores the evolution of Christian educational practices and the influence of historical contexts on modern Christian education. Anthony and Benson emphasize the importance of integrating faith with learning and the role of Christian education in shaping moral and ethical values (Anthony & Benson, 2011).

Evaluation: This source is highly relevant to the research proposal as it provides a comprehensive historical context essential for understanding the foundational principles of Christian education. Compared to other sources, it offers a deeper historical perspective, which is crucial for connecting traditional educational practices with modern AI applications. Its historical depth complements the more technical and practical insights provided by other sources like (W. Holmes et al., 2019) and Woolf (2010).

Cardona, M., Rodríguez, R. J., Ishmael, K., & U.S. Department of Education. (2023). Artificial intelligence and the future of teaching and learning. U.S. Department of Education. https://www2.ed.gov/documents/ai-report/ai-report.pdf

Summary: This report by the U.S. Department of Education explores the implications of artificial intelligence on teaching and learning. It discusses how AI can transform educational practices, provide personalized learning experiences, and support educators. The report also addresses the ethical considerations and potential challenges associated with AI in education (Cardona et al., 2023).

Evaluation: This source is relevant as it provides a comprehensive overview of AI’s impact on education from a policy perspective. It complements other sources by offering a governmental viewpoint on AI integration in education, supporting the proposal's focus on policy implications and ethical considerations.

Clivaz, C., & Allen, G. V. (2019). The Digital Humanities in Biblical Studies and Theology. Open Theology, 5(1), 461-465. https://doi.org/10.1515/opth-2019-0035

Summary: This article explores the application of digital humanities tools in biblical studies and theology. It highlights how digital tools, including AI, can enhance the study and interpretation of biblical texts, making them more accessible and engaging for scholars and students (Clivaz & Allen, 2019).

Evaluation: This source is relevant as it discusses the use of AI and digital tools in theological education. It provides insights into how AI can be applied to biblical studies, supporting the proposal’s focus on enhancing accessibility and engagement in Christian education.

Eynon, R., & Malmberg, L.-E. (2021). Lifelong Learning and AI: Adapting for the Future of Work and Education. Learning, Media and Technology, 46(1), 1-12.

Summary: This article examines the role of AI in lifelong learning and its implications for the future of work and education. The authors discuss how AI can support continuous learning and skill development, emphasizing the need for adaptable and flexible educational systems (Eynon & Malmberg, 2021).

Evaluation: This source is relevant for discussing how AI can support lifelong learning in Christian education. It aligns with the proposal’s focus on enhancing learning experiences and accessibility, providing insights into the broader implications of AI integration. Compared to other sources, it emphasizes the role of AI in lifelong learning, which is crucial for comprehensive educational strategies.

Braconnot, I. (2024, January 11). Religious Ethics in the age of Artificial intelligence and Robotics: Exploring moral considerations and ethical perspectives. AI And Faith. https://aiandfaith.org/religious-ethics-in-the-age-of-artificial-intelligence-and-robotics-exploring-moral-considerations-and-ethical-perspectives/

Summary: This article explores the intersection of religious ethics and AI, focusing on how different religious traditions address the ethical challenges posed by AI and robotics. It highlights the importance of religious ethics in guiding decisions about autonomy, justice, responsibility, and humanity in the age of AI. The discussion includes perspectives from Christianity, Judaism, and Islam, emphasizing the need for ethical boundaries and accountability in AI applications.

Evaluation: This source is highly relevant for discussing the ethical considerations specific to religious organizations as it provides a comprehensive overview of how various religious traditions approach AI ethics. It complements the research proposal by offering a diverse set of ethical perspectives that can inform the development of AI policies in Christian education.

Heffernan, N. T., & Heffernan, C. L. (2014). The Assessment’s Ecosystem: Building a Platform that Brings Scientists and Teachers Together for Minimally Invasive Research on Human Learning and Teaching. (“Publications - Neil Heffernan”) International Journal of Artificial Intelligence in Education, 24(4), 470-497.

Summary: This article discusses the Assessment’s platform, an AI-driven tool designed to bridge the gap between educational research and classroom practice. The authors explain how the platform facilitates real-time feedback and supports collaborative research between educators and scientists (Heffernan & Heffernan, 2014).

Evaluation: This source is relevant as it demonstrates a practical application of AI in education that supports real-time feedback and collaborative research. It complements sources like Woolf (2010) and Holmes, Bialik, & Fadel (2019) by providing a case study of an AI platform in action.

Holmes, W., Bialik, M., & Fadel, C. (2019). "Artificial Intelligence in Education: Promises and Implications for Teaching and Learning." (“Artificial intelligence in education: promises and implications for ...”) Center for Curriculum Redesign.

Summary: This book explores the potential of AI to transform education by providing personalized learning experiences, enhancing accessibility, and supporting teachers. The authors discuss current applications of AI in education, the challenges it presents, and its future possibilities. They emphasize the need for AI to be integrated thoughtfully and ethically into educational systems W. Holmes et al. (2019).

Evaluation: This source is highly relevant as it directly addresses the core of the research question—how AI can modernize education. It provides comprehensive insights into AI’s capabilities and challenges, supporting the proposal’s argument for AI's role in enhancing Christian education.

Laurillard, D. (2012). ""Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology."" (“Teaching as a Design Science: Building Pedagogical Patterns for ...”) (“Teaching as a Design Science: Building Pedagogical Patterns for ...”) Routledge.

Summary: Laurillard's book provides a framework for designing effective educational experiences using technology. Her insights into pedagogical patterns and learning design are instrumental in developing AI-driven educational strategies for Christian education (Laurillard, 2012). The book emphasizes aligning technological tools with pedagogical goals.

Evaluation: This source is relevant for providing a structured approach to designing AI-integrated educational experiences. It complements sources like Anderson & Shattuck (2012) by offering practical design strategies for implementing AI in education.

Lü, H., Peng, Y., Ding, J., & Fu, Z. (2024). Integration and transformation: The impact and applications of artificial intelligence in the financial sector. Applied and Computational Engineering. https://doi.org/10.54254/2755-2721/42/20230769

Summary: This article explores the transformative impact of artificial intelligence (AI) on the financial sector, detailing the various applications and benefits of AI technologies in financial services. The authors discuss how AI is used for predictive analytics, risk management, fraud detection, and customer service enhancement. The paper also examines the broader implications of AI integration, such as ethical considerations, data security, and the need for regulatory frameworks to ensure responsible AI usage.

Evaluation: Although this source focuses on the financial sector, it provides valuable insights into the broader implications of AI integration, which are relevant to any field, including Christian education. The discussions on ethical considerations and the need for regulatory frameworks are particularly pertinent, as they highlight issues that are also critical when integrating AI into religious and educational contexts. Compared to sources specifically focused on education and religion, this article offers a perspective on how AI can transform an industry by improving efficiency and service quality, which can be extrapolated to the potential benefits of AI in modernizing Christian education. The source adds depth to the proposal by illustrating the transformative potential of AI across different sectors.

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An Argument for AI in Education. Pearson.

Summary: This book advocates for the transformative potential of AI in education. The authors discuss how AI can provide personalized learning, enhance accessibility, and generate data-driven insights. They also address the ethical and practical challenges of implementing AI in educational settings (Luckin et al., 2016).

Evaluation: This source is directly relevant to the proposal as it provides a balanced view of AI's benefits and challenges in education. It will support the argument for AI's role in modernizing Christian education and offer practical insights for implementation. Compared to Anthony & Benson (2011), it provides a more current and technologically focused perspective, complementing the historical insights with practical applications of AI.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies." (“Evaluation of Evidence-Based Practices in Online Learning: A Meta ...”) U.S. Department of Education.

Summary: This meta-analysis reviews the effectiveness of online learning practices, providing evidence-based insights into what works in online education. The authors discuss the impact of various online learning strategies on student outcomes and engagement (Means et al., 2010).

Evaluation: This source is relevant for providing evidence-based insights into the effectiveness of online learning, which can be enhanced by AI. It supports the proposal’s focus on improving educational outcomes and engagement through AI-driven online learning. Compared to Vaughan, Cleveland-Innes, & Garrison (2013), it offers a more data-driven approach to evaluating online learning strategies.

Riedl, M. O. (2020). Human-Centered Artificial Intelligence and Machine Learning. AI Magazine, 41(2), 46-57.

Summary: Riedl discusses the concept of human-centered AI, which emphasizes designing AI systems that understand human sociocultural contexts and provide interpretable outputs. The article argues for AI systems that are transparent, accountable, and designed with fairness and ethical considerations in mind (Riedl, 2020).

Evaluation: This source is crucial for addressing the ethical considerations of integrating AI into Christian education. It supports the proposal’s focus on ensuring that AI tools align with Christian values and are used responsibly.

Schiff, D. (2020). "Out of the Laboratory and into the Classroom: The Future of Artificial Intelligence in Education." (“Out of the Laboratory and Into the Classroom: The Future of Artificial ...”) AI & Society, 36(1), 331-348.

Summary: Schiff evaluates the current status and future potential of AI in education, focusing on intelligent tutoring systems and educational agents. The paper discusses the benefits and risks of AI in education and offers recommendations for responsible implementation (Schiff, 2020).

Evaluation: This source is relevant for providing a critical perspective on the use of AI in education. It will help address potential challenges and ethical considerations in the proposal, ensuring a balanced and comprehensive discussion. Compared to other sources like W. Holmes et al. (2019) Schiff (2020) provides a more critical analysis, which is essential for a balanced view of AI integration.

Selwyn, N. (2016). Education and Technology: Key Issues and Debates. Bloomsbury Academic.

Summary: Selwyn's book addresses the key issues and debates surrounding the use of technology in education. It provides a critical analysis of the benefits and drawbacks of educational technologies, including AI, and discusses the implications for teaching and learning (Selwyn, 2016).

Evaluation: This source is relevant for providing a balanced perspective on the use of AI in education. It will help address potential challenges and ethical considerations, supporting a comprehensive discussion in the proposal. Compared to Schiff (2020), Selwyn (2016) provides a broader context, covering various technological debates, making it useful for a more extensive analysis.

Short, E. C. (2019). Transforming Education with New Technologies. Pearson.

Summary: Short discussion of the potential of new technologies, including AI, to transform educational practices. This book covers a range of technological innovations and their applications in education, providing practical methods for integrating AI into educational settings (Short, 2019).

Evaluation: This source is relevant for its practical approach to integrating AI and other technologies into education. It complements theoretical sources like Selwyn (2016) and provides practical examples that support the proposal's focus on enhancing learning experiences.

Vaughan, N., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry. (“Teaching in Blended Learning Environments - Athabasca University Press”) Athabasca University Press.

Summary: This book explores the concept of blended learning, which combines online and face-to-face instruction. The authors discuss the creation and sustainability of communities of inquiry within blended learning environments, emphasizing the role of technology in enhancing educational experiences (Vaughan, Cleveland-Innes, & Garrison, 2013).

Evaluation: This source is relevant for discussing how AI can be integrated into blended learning environments in Christian education. It provides insights into creating engaging and supportive learning communities, aligning with the proposal’s goals of enhancing engagement and accessibility. Compared to other sources, it offers a specific focus on blended learning, which is an important aspect of modern educational strategies involving AI.

Wang, Q., Wen, Y., & Quek, C. L. (2022). Engaging learners in synchronous online learning. Education and Information Technologies, 28(4), 4429-4452. https://doi.org/10.1007/s10639-022-11393-x

Summary: This article investigates strategies for engaging learners in synchronous online learning environments. The authors discuss how technological tools, including AI, can enhance interaction, participation, and engagement in online learning contexts (Wang, Wen, & Quek, 2022).

Evaluation: This source is highly relevant for discussing how AI can enhance engagement in online Christian education. It provides practical strategies and evidence-based insights that support the proposal’s focus on increasing engagement through AI-driven tools.

West, R. E., & Borup, J. (2014). Formative Assessment and Feedback Using Technology in Higher Education. Journal of Learning Analytics, 1(1), 49-71.

Summary: This article examines how technology, including AI, can enhance formative assessment and feedback processes in higher education. The authors discuss various technological tools and their effectiveness in providing real-time feedback and personalized support to students (West & Borup, 2014).

Evaluation: This source is relevant for discussing how AI can improve assessment and feedback in Christian education. It supports the proposal’s focus on personalized learning and data-driven insights, providing practical examples and evidence. Compared to W. Holmes et al. (2019), this source offers a more specific focus on assessment technologies.

Woolf, B. P. (2010). Building Intelligent Interactive Tutors: Student-Centered Strategies for Revolutionizing E-learning. Morgan Kaufmann.

Summary: Woolf’s book focuses on the development and use of intelligent tutoring systems (ITS) to create personalized and adaptive learning experiences. It discusses various AI techniques and their applications in designing interactive educational tools that respond to individual student needs. The book also explores the potential of ITS to transform both classroom and lifelong learning environments (Woolf, 2010).

Evaluation: This source is relevant to the proposal as it provides detailed insights into the design and implementation of AI-driven educational tools. It will be useful for discussing how AI can tailor educational content to individual needs, improving engagement and learning outcomes in Christian education.