Artificial intelligence (AI) refers to the simulation of human intelligence in machines that are programmed to think like humans and mimic their actions.

Artificial intelligence can dramatically improve the efficiencies of our workplaces and can augment the work humans can do. When AI takes over repetitive or dangerous tasks, it frees up the human workforce to do work they are better equipped for—tasks that involve creativity and empathy among others.

AI can automate the expedition of administrative duties for teachers and academic institutions. Educators spend a lot of time on grading exams, assessing homework, and providing valuable responses to their students. But technology can be used to automate grading tasks where multiple tests are involved.

Changes that have been implemented in schools are now moving outside the classroom. Companies are advertising new employment opportunities, tailored to the new curricula. However, it is not clear whether the new curricula and new school structures motivated the industry to define new types of workers, or whether the need for new types of workers, a few years back, inspired the push for new curricula and changes in the school environment.

In addition to the industrial push, new government policies are underway to support changes in education (especially in elementary education) in Europe. The study will investigate the application of artificial intelligence for effective teaching and learning of robotics education in schools

Contents

CHAPTER ONE. 2

INTRODUCTION.. 2

BACKGROUND OF THE STUDY. 2

1.2 Problem of the study. 3

1.3 Objectives of the study. 4

1.4 Research Questions. 4

1.5 Significance of the study. 4

1.6 Scope of the research. 4

1.7 Limitations of the study. 4

CHAPTER TWO.. 6

LITERATURE REVIEW... 6

2.1 INTRODUCTION.. 6

2.2 Technology in Nigeria. 6

2.3 Artificial Intelligence Robot in Nigeria. 7

2.4 Classroom Robotic Assistant Classroom.. 8

2.5 Classroom Robotic Assistant and vital Classroom skills. 9

2.6 How AI is currently being used in education. 13

2.7 Education applications powered by artificial intelligence. 15

2.8 AI and our future workforce. 16

2.9 Education and AI technologies in the coming years. 17

2.10 A biased classroom robot 18

Conclusions. 19

CHAPTER THREE. 19

Methodology. 19

3.1 Research Design. 20

3.2 The Study Area. 20

3.3 Population of the Study. 20

3.4 Sample Size and Sampling Techniques. 20

3.5 Sources of Data Collection. 20

3.6 Instrument for Data Collection. 21

3.7 Validity of Research Instrument 21

3.8 Reliability of the Instrument 21

3.9 Administration of the Instrument 22

3.10 Methods of Data Analysis. 22

References. 22

CHAPTER FOUR. 24

DATA ANALYSIS AND INTERPRETATION.. 24

Preamble. 24

4.2 Demographic Characteristics of Respondents. 24

4.3 Analysis of the Respondents’ Views on Research Question one: 25

4.4 Discussion of Findings. 29

CHAPTER FIVE. 30

SUMMARY, CONCLUSION AND RECOMMENDATIONS. 30

5.1 Preamble. 30

Summary. 31

Conclusion. 32

5.4 Recommendations. 32

References. 33

Appendix. 36

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Two decades ago, no one had heard about Google, Facebook, YouTube, or Wikipedia. Today they are the most used digital tools on the planet. In this swiftly mutating world, digital technology exerts a tremendous influence on the economic, social, and cultural evolution of all societies. As new forms of technology continue to pervade our lives and captivate our youth, schools have no choice but to make room for them. At the same time, and in line with 21st century visions, countries expect their teachers and students to behave as informed and responsible digital citizens. Not to be left behind, Québec launched its Digital Action Plan for Education and Higher Education1 in May 2018. It states that, “The shift to digital is a unique opportunity for the development and growth of Québec” (p. 3), and that, “digital technologies play a role in the educational success of our young people by offering them new ways to learn, communicate, share, create and collaborate: in short, by breathing new life into our schools” (p. 5). Moreover, these tools must be integrated effectively and used optimally in order to develop digital literacy and foster informed and critical citizenship in the digital age. In addition, teachers need to be prepared for Québec’s shift to digital: “Training and support for teachers and other school staff are extremely important since they are the cornerstone of the action plan” (p. 5). It is now 2018, and we can no longer afford to turn a deaf ear to these winds of change or turn our backs on the new avenues for education. Nor can we ignore the massive inroads that artificial intelligence (AI) has made into every corner of society. Although AI has not yet completely conquered the classroom, at least officially, it has certainly established a presence. Students and teachers use AI every time they fire up a smartphone app or web browser, perhaps unaware of the ethical implications. From now on, AI will be an integral part of our lives. Unfortunately, most school curricula and teacher training programs don’t offer AI courses.

Artificial intelligence is expected to grow by 47.5% from 2017 to 2021 in the American education market, according to the latest Artificial Intelligence Market in the US Education Sector report.

All of this is good news for teachers, as AI can be a great ally to a teacher. However, some educators fear the advance of AI and that it might replace the role of the teacher altogether. Teachers’ jobs are not at risk of being replaced by robots – while artificial intelligence programs can teach literacy or maths, the more complex impartation of social and emotional skills will always remain in the domain of humans.