Integrating artificial intelligence into pedagogy: Theoretical framework and application model of I-TPACK in intelligent education

Abstract

The era of Industry 5.0 signifies a profound integration of advanced technology with human creativity, with its core philosophy dedicated to fostering a symbiotic collaboration between technology and humanity. Education in the age of Industry 5.0 has embraced new transformations and opportunities. As a pivotal direction for the future of education, intelligent education aims to construct a more intelligent, personalized, and humanized educational ecosystem through the application of emerging technologies. This shift represents not only technological advancement but also a philosophical change, emphasizing the coexistence and cooperation between technology and humans. Why should we study the changes in pedagogy brought about by technology? Hegel once stated that philosophy is its own history. By extension, we can understand that the philosophy of technology is the history of the philosophy of technology. The impacts of technology on pedagogy throughout history can provide insights and clues for our contemporary considerations of the influence of intelligent technology on teaching methods. In the Industry 5.0 era, the influence of technology on teaching and learning activities has become more pronounced and complex. Virtual reality (VR), as a revolutionary technology, holds significant potential to reshape the educational landscape. Through the analysis of various case studies and research findings, it is evident that VR can enhance student engagement, knowledge retention, skill development, and inclusivity, creating a more dynamic and immersive educational environment (Leong et al., 2023a). Different technologies reflect different philosophies and pedagogies. For instance, computer-assisted instruction (CAI), based on behaviorist theory, focuses on repetitive practice and immediate feedback, while constructivist technologies such as VR emphasize immersive and contextual learning. Integrating VR into the intelligent educational environment can address the challenges and ethical considerations of implementing VR education, thus providing a comprehensive understanding of its strengths and weaknesses (Leong et al., 2023a). Furthermore, EEG-based happiness recognition technology can also be integrated into the intelligent educational environment to monitor and enhance students' emotional well-being, creating a more supportive and responsive learning experience (Leong et al., 2024a, 2024b). These technologies have their own advantages and disadvantages, and not all teaching activities are suitable for their application. Therefore, we must not only review recent literature but also conduct a synthesis and summary of historical literature to gain a deeper understanding of the evolution and impact of technology on pedagogy. This chapter provides a historical review of the underlying principles by which media technology influences pedagogy, offering a systematic synthesis of the deep logic behind the historical development of knowledge, Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK). The chapter will conduct a comprehensive retrospective analysis of the changes brought to teaching by the introduction of technology into the educational field; the changes in teaching ushered in by the advent of intelligent technology in education; and the shifts in research on teacher professional development following the integration of technology into educational domains. Through theoretical genealogy, this chapter endeavors to elucidate and dissect three pivotal inquiries: First, whether the evolution of technology has indeed precipitated changes in pedagogy? Should technological advancements fail to exert an influence on pedagogical methods, the significance of this study would be rendered moot; second, what is the ideal versus actual state of the educational environment constructed by intelligent technologies? Given the rapid flux in which intelligent technologies operate, discerning the current and prospective states of such technologies is immensely beneficial for comprehending how they impact the professional knowledge development of teachers; thirdly, what are the developmental trajectories and trends in the study of PCK integrated with technology? The confluence of diverse scholars' perspectives on this field of research forms the theoretical bedrock upon which this study constructs the concept of "Disciplinary Teaching Knowledge Integrated with Intelligent Technology."