The changing role of teachers in smart education

Frist, the teacher changes from a collector of student data to a personalized instructor of students. In the traditional teaching method, teachers know students mainly through direct interaction with students, relying on personal experience to collect student information. The information obtained in this way lacks in reliability, validity and comprehensiveness, resulting in teachers’ poor understanding of students, lack of effective basis for personalized guidance, and difficulty in accurate educational decision-making. In the era of smart education, teachers use big data, blockchain and artificial intelligence technologies to realize all-round, whole-process and full-sample accurate and accompanying data collection, and finally form a learning portrait that can accurately depict students’ characteristics, lay the foundation for teachers’ personalized guidance and provide students with guidance strategies for personalized guidance. The realization of personalized teaching requires teachers to deepen their comprehensive and detailed understanding of students with the help of visualization data of teaching process by AI technology, design teaching programs based on students’ learning, drive educational decisions based on students’ cognitive mapping, tailor teaching to meet the needs of students’ growth and development.

Shift from solo work to teamwork. Due to the boundaries of time and space, teachers work relatively independently in the traditional teaching mode, and the cooperation mode between teachers is single and the depth of cooperation is insufficient. In the era of smart education, the development of telecommunication technology has brought teachers closer to each other, prompting them to break through the barriers of time and space and objects, and making cooperation across time and geography possible. With human-computer symbiosis becoming the norm, it is an important issue for teachers in the era of smart education to refine the division of labor to maximize the advantages of teachers and AI teachers, find their respective “ecological niches” in the process of education and teaching, and collaborate to maximize teaching efficiency. The diversification of this kind of interaction promotes the role of teachers to change from focusing on solitary work to teamwork.

For one, teachers change from independent workers to team collaborators. The open and diverse nature of artificial intelligence has broken the closed nature of traditional education, and cross-school and cross-classroom cooperation will become the new norm in education, resulting in the emergence of a cooperative community of teachers that breaks through time and space constraints. Collaboration among teachers is manifested both in the transformation of teachers from in-school teaching to cross-school instruction, i.e., students can choose courses in different schools and teachers can instruct across schools [19] and collaborate and progress together, and in the collaborative cooperation among teachers that transcends the boundaries of time and space and subject matter. To maximize the efficiency of inter-teacher collaboration, each teacher needs to make full use of the large platform based on digital learning resource services through mobile communication and virtual reality, maximize their own subjectivity and creativity, brainstorm and collaborate to create a seamless learning environment combining reality and reality, strengthen the fluency and integration of inter-teacher collaboration, and realize the transformation from mechanical integration to organic collaboration . In practical situations, many exciting lessons need to be completed by teachers of different disciplines based on their own strengths, with the help of artificial intelligence. In addition, in the era of smart education, cooperation among teachers is not only reflected in the classroom, but also permeates all aspects of education, such as curriculum development and post-course reflections.

Fristly, teachers will change from being the main lecturers in traditional classrooms to being the collaborators in “two-teacher” classrooms. The integration of artificial intelligence technology and education is not just a simple superposition of machinery, but an interdisciplinary and holistic constitutive domain, a dynamic existence of human-machine, “AI+” and education interaction [20]. The constitutive role of this intersection exists both in the process of human-machine interaction, i.e., the deep integration of human and machine based on teachers’ digital literacy, and in the dynamics of the interaction process, i.e., both education as a cultural presence and AI as a technological presence are in constant movement and change. This requires teachers to understand the technical advantages of AI integration in education, to establish an appropriate educational IT detachment, to effectively avoid non-educational IT detachment [21], to precisely master and timely use intelligent means, to explore the meaning and value of their own existence in the era of smart education by creating a “dual-teacher” classroom with human-computer co-teaching By creating a “dual-teacher” classroom with human-computer co-teaching, they explore the meaning and value of their own existence in the era of smart education and build a new ecology of human-computer complementarity based on their own advantages. The transformation from AI agents and AI assistants to AI teachers and AI partners indicates the increasing intelligence and autonomy of AI teachers in the future human-computer collaboration process [22], and the “dual-teacher” classroom of human-computer co-teaching is given a new meaning, which requires the continuous strengthening of teachers’ human-computer interaction ability. In the face of the changing wisdom teaching ecology, teachers need to actively build a “dual-teacher” classroom with human-computer co-teaching, and develop a wisdom education classroom with teachers’ subject wisdom as the external support and lifelong learning ability as the internal component.

Second, teachers change from one-way exporters to two-way collaborators. In the era of smart education, teaching resources are shared and open, and teachers have changed from “preaching, teaching, and solving problems” to participants in learning communities, with teachers’ knowledge authority weakening and students’ cultural feedbacks improving significantly [23]. The integration of artificial intelligence technology promotes the construction of a teacher-student interaction network that combines online and offline interaction methods, and the interaction between teachers and students is no longer limited to the traditional offline, classroom-based model. In the era of smart education, in the face of students’ surpassing teachers in certain fields, the traditional teaching mode of one-way flow from teachers to students can hardly be maintained, and the role of students in promoting teachers’ professional development cannot be ignored. The change in the direction of the cultural flow between teachers and students is driving the transformation of teachers from one-way exporters to two-way collaborators. The two-way interaction in cultural transmission between teachers and students requires teachers to stimulate students’ autonomy and initiative in the teaching process, build a cooperative community of teachers and students, construct an open and intelligent learning environment of cooperation, dialogue, inquiry, sharing and creation, establish an intelligent and deep interactive network combining in-school and out-of-school, online and offline, and virtual and real, and build an “equal The intelligent education classroom of “equality, communication, and mutual enlightenment” is built.

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