Artificial Intelligence-based Components and Instructional Goals for Improving Primary English Language Learners’ Global Digital Citizenship
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The purpose of this paper is to suggest components and instructional goals of globaldigital citizenship (GDC) based on artificial intelligence for primary English languagelearners. To achieve the purpose, OXFAM (2015) and UNESCO (2015a,b,c) were analyzedbecause they are well-designed in the aspect of global digital citizenship. The findings are asfollows: (1) It is necessary that attitude and value are prerequisite components for improvinglearners' GDC, which corresponds to UNESCO (2015c)'s ‘informed and critically literate’attributes and Oxfam (2015)'s attitude and value. (2) The components of ‘knowledge’ and'skills' have to be established for learners to understand, remember, apply, analyse, andcreatively solve global issues in classes. (3) It is essential that learners have implementationforce of acting out positive behavior and action, because a global citizen needs to haveethical, peaceful, positive, transformative, and meta-cognitively reflective action of having asense of belonging to a global community, which corresponds to UNESCO (2015c)'s ‘ethicallyresponsible and engaged’ attributes, and (4) AI based-instructional goals are important forlearners to improve their global digital citizenship during doing classroom activities. Fromthe findings, it was suggested that the components and contents for improving Englishlanguage learners’ global digital citizenship should be designed effectively and systematically,and instructional goals based on artificial intelligence need to be presented for teachers todesign learning objectives.
Abstract
The purpose of this paper is to suggest components and instructional goals of globaldigital citizenship (GDC) based on artificial intelligence for primary English languagelearners. To achieve the purpose, OXFAM (2015) and UNESCO (2015a,b,c) were analyzedbecause they are well-designed in the aspect of global digital citizenship. The findings are asfollows: (1) It is necessary that attitude and value are prerequisite components for improvinglearners' GDC, which corresponds to UNESCO (2015c)'s ‘informed and critically literate’attributes and Oxfam (2015)'s attitude and value. (2) The components of ‘knowledge’ and'skills' have to be established for learners to understand, remember, apply, analyse, andcreatively solve global issues in classes. (3) It is essential that learners have implementationforce of acting out positive behavior and action, because a global citizen needs to haveethical, peaceful, positive, transformative, and meta-cognitively reflective action of having asense of belonging to a global community, which corresponds to UNESCO (2015c)'s ‘ethicallyresponsible and engaged’ attributes, and (4) AI based-instructional goals are important forlearners to improve their global digital citizenship during doing classroom activities. Fromthe findings, it was suggested that the components and contents for improving Englishlanguage learners’ global digital citizenship should be designed effectively and systematically,and instructional goals based on artificial intelligence need to be presented for teachers todesign learning objectives.
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