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EAI/Springer Innovations in Communication and Computing
Series Editor
Imrich Chlamtac, European Alliance for Innovation, Ghent, Belgium
The impact of information technologies is creating a new world yet not fully
understood. The extent and speed of economic, life style and social changes already
perceived in everyday life is hard to estimate without understanding the technological
driving forces behind it. This series presents contributed volumes featuring the
latest research and development in the various information engineering technologies
that play a key role in this process. The range of topics, focusing primarily on
communications and computing engineering include, but are not limited to, wireless
networks; mobile communication; design and learning; gaming; interaction;
e-health and pervasive healthcare; energy management; smart grids; internet of
things; cognitive radio networks; computation; cloud computing; ubiquitous
connectivity, and in mode general smart living, smart cities, Internet of Things and
more. The series publishes a combination of expanded papers selected from hosted
and sponsored European Alliance for Innovation (EAI) conferences that present
cutting edge, global research as well as provide new perspectives on traditional
related engineering fields. This content, complemented with open calls for
contribution of book titles and individual chapters, together maintain Springer’s and
EAI’s high standards of academic excellence. The audience for the books consists
of researchers, industry professionals, advanced level students as well as practitioners
in related fields of activity include information and communication specialists,
security experts, economists, urban planners, doctors, and in general representatives
in all those walks of life affected ad contributing to the information revolution.
Indexing: This series is indexed in Scopus, Ei Compendex, and zbMATH.
About EAI - EAI is a grassroots member organization initiated through cooperation
between businesses, public, private and government organizations to address the
global challenges of Europe’s future competitiveness and link the European
Research community with its counterparts around the globe. EAI reaches out to
hundreds of thousands of individual subscribers on all continents and collaborates
with an institutional member base including Fortune 500 companies, government
organizations, and educational institutions, provide a free research and innovation
platform. Through its open free membership model EAI promotes a new research
and innovation culture based on collaboration, connectivity and recognition of
excellence by community.
Stamatios Papadakis
Editor
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
The integration of the Internet of Things (IoT), Artificial Intelligence (AI), and
Information and Communications Technology (ICT) into educational applications
has ushered in a transformative era in learning. IoT devices enable real-time data
collection and analysis, enhancing personalized learning experiences for students.
AI algorithms can adapt curriculum content to individual student needs, providing
tailored support and challenging tasks, ultimately improving learning outcomes.
ICT infrastructure empowers educators with tools for interactive teaching, virtual
classrooms, and collaborative platforms, breaking down geographical barriers and
making education accessible to a global audience. Together, these technologies cre-
ate a dynamic and engaging educational environment, fostering innovation, improv-
ing educational access, and preparing students for a rapidly evolving digital world.
The decision to produce this new book is a response to the growing need for
academic literature in emerging research domains already exerting a significant
influence on society. These innovative technologies augment the personalization of
student learning programs and courses, facilitate tutoring to address students’ weak-
nesses and refine their skills, expedite communication between educators and stu-
dents, and extend the accessibility of continuous learning opportunities available
around the clock.
The target audience for this book comprises preservice educators, practising
teachers, academics, researchers, and university faculty members. It also extends to
individuals from various disciplinary backgrounds committed to advocating for a
comprehensive approach to nurturing and educating young children.
This book comprises eleven chapters contributed by researchers from various
corners of the globe, representing nations such as Greece, Turkey, New Zealand,
Vietnam, Israel, Russia, Spain, Qatar, and Great Britain. Chapter 1 investigates the
self-efficacy levels of preschool teachers in Turkey and Greece regarding integrat-
ing Information and Communication Technology (ICT) into their classrooms,
focusing on the challenges posed by the COVID-19 pandemic. Grounded in Albert
Bandura’s Social Cognitive Theory, the research delves into teachers’ beliefs and
self-efficacy’s role in their ICT utilization within an educational context. Employing
a cross-cultural adaptation of the Technological Self-Efficacy Scale in Information,
v
vi Preface
associated with using ChatGPT in the domain of e-portfolio development and pro-
pose avenues for potential future research endeavors.
Chapter 4 pertains to the influence of globalization on the status of English as a
global language, which significantly impacts the teaching and learning of English
on a global scale. In the present era, our educational landscape is marked by a rap-
idly evolving and demanding environment characterized by globalization, techno-
logical advancements, and increased mobility. Educators must adapt to this changing
landscape by integrating digital resources into daily teaching practices. This ground-
breaking research study explored the potential benefits of harnessing Alexa,
Amazon’s artificial intelligence-based personal assistant, to augment motivation,
self-assurance, engagement, and language acquisition outcomes among Israel’s
English as a Foreign Language (EFL) students. The study’s primary objective was
to investigate how Alexa could be effectively employed in English language learn-
ing to promote favorable student outcomes. Drawing upon theories of language
acquisition and pedagogical learning, this research examined how Alexa could be
incorporated into the routine teaching process to facilitate the development of
English language skills. To achieve this, semi-structured interviews were conducted
with a cohort of 60 EFL students who had integrated Alexa into their learning jour-
ney. Employing thematic analysis, key themes on the students’ interactions with
Alexa and the perceived advantages of its use were identified. The research findings
illuminated the positive impact of Alexa on students’ motivation to engage in
English language learning. Furthermore, it was revealed that the use of Alexa
enhanced their self-confidence and level of engagement. Alexa’s non-judgmental
environment proved conducive to language practice. Additionally, students cited
vocabulary enrichment, improved pronunciation, enhanced grammar skills, devel-
opment in listening comprehension, and the availability of immediate feedback as
key benefits stemming from the integration of Alexa. These insights enrich our com-
prehension of the potential offered by AI-driven tools within the domain of lan-
guage education and underscore the significance of infusing technology into the
EFL classroom.
Chapter 5 discusses that in recent years, the scientific community has initiated a
rigorous examination of the integration of smart education within the educational
domain. The heightened prevalence of technology and artificial intelligence, par-
ticularly accentuated during the pandemic, has attracted substantial attention to
these educational modalities. Within this context, the authors have undertaken a
comprehensive analysis of the core concept of smart education, delving into peda-
gogical experiences related to the implementation of online education and scrutiniz-
ing the potential applications of state-of-the-art technologies. In our research, we
aim to shift our focus toward the social risks and challenges that emerge when
adopting the smart education paradigm. In a previous scholarly endeavor, we eluci-
dated the fundamental principles underpinning smart education's methodology.
Significantly, sociologists have underscored the social risks accompanying integrat-
ing smart technologies and artificial intelligence into individuals’ daily lives and
professional spheres. From our standpoint, it is paramount to understand how smart
viii Preface
education interfaces with and responds to the challenges presented by the emer-
gence of the smart reality.
In contemporary educational contexts, computers have assumed a significant and
multifaceted role. They serve as valuable tools for enhancing the educational pro-
cess. The capacity to animate figures and visual representations, facilitated by
appropriate software applications, stimulates students’ creativity and bolsters their
problem-solving capabilities. As we approach the impending era of the Fourth
Industrial Revolution (4IR), computers, leveraged by the advanced Internet of
Things, are poised to furnish an extensive wellspring of information for students
and educators. Many didactic methods have emerged wherein computers play a
central and transformative role. Examples include the APOS/ACE instructional
treatment for mathematics instruction, the pedagogical approach of flipped learn-
ing, and the utilization of case-based reasoning techniques to tackle complex prob-
lems. Computational thinking has emerged as a prerequisite intellectual attribute for
proficient problem solvers. Furthermore, applying Artificial Intelligence techniques
has facilitated the development of intelligent learning systems. In addition to delv-
ing into these progressive developments in the realm of education, Chapter 6 pro-
vides an in-depth exploration of the advantages and drawbacks of e-learning when
contrasted with conventional learning paradigms. It also focuses on Connectivism,
a novel educational theory germane to the digital age. The evolving role of educa-
tors in future educational scenarios is scrutinized, and the chapter concludes with a
comprehensive discussion regarding the implications of the Fourth Industrial
Revolution (4IR), culminating in overarching conclusions.
In light of the global adoption of computer science as an essential component of
curricula, the imperative of nurturing a foundation in computational thinking from
an early age is widely acknowledged by experts. Concurrently, augmented reality in
education is gaining increasing attention within the academic sphere due to its dem-
onstrated positive influence on students’ learning outcomes and motivation.
ByteEd’s “Play Code Learn” series, a collection of STEM (Science, Technology,
Engineering, and Mathematics) kits, introduces a novel pedagogical approach that
melds unplugged-to-digital methodologies with innovative augmented reality tech-
nologies to teach computer science concepts. Chapter 7 presents the findings of a
study conducted to evaluate the impact of the inaugural “Play Code Learn” kit,
known as “Dinosaur Steps,” within the educational landscape of New Zealand. The
unplugged instructional approach has proven to be highly advantageous for learn-
ers, marking a significant transformation in knowledge retention and comprehen-
sion of computer science principles, competencies, and literacy among students
who engaged with the kit. Notably, using play-based methodologies has yielded a
substantial upsurge in students’ motivation for learning. This research underscores
the pivotal role of innovative teaching methods in fostering computational thinking
and enhancing educational outcomes.
Despite having existed for several decades, Artificial Intelligence (AI) is increas-
ingly pivotal in society. Its pervasive integration across diverse domains, including
education, is readily apparent. Notably, effective AI deployment in the classroom
has surfaced, demonstrating tangible benefits for both students’ learning outcomes
Preface ix
and teachers’ professional growth. Nevertheless, AI’s growing presence also evokes
apprehensions and reservations, particularly concerning its unknown future impli-
cations. This research endeavors to elucidate the perspectives held by Spanish edu-
cators regarding AI and its application within the educational setting. To this end, a
tailored questionnaire was meticulously crafted, validated, and disseminated
through various social networks and educational channels. Five hundred ninety-
nine educators representing diverse regions and educational levels in Spain
responded to the survey. Findings of Chap. 8 reveal that Spanish educators need to
gain more and its potential applications within the classroom. They are more
inclined to recognize AI’s capacity to enhance teacher professional development
instead of its potential to improve teaching and learning processes. Additionally,
educators acknowledge their need for training to employ AI in education effectively.
In conclusion, beyond the imperative for comprehensive training, the successful
integration of AI in education necessitates critically examining the ethical dimen-
sions and pedagogical functionalities intrinsic to AI.
Chapter 9 delves into the pertinence of Leadership 4.0 within the domain of
Education 4.0 as it pertains to school leaders. This investigation revolves around the
knowledge and perceptions held by school leaders concerning Education 4.0, fur-
nishing valuable insights into their comprehension of and readiness for this trans-
formative educational paradigm shift. The empirical research entailed four focus
group interviews with 16 school principals from eight countries. These interviews
were administered after a webinar focusing on Education 4.0. The findings from this
research underscore that while school leaders exhibited limited prior familiarity
with Education 4.0, they displayed a degree of recognition of related terminologies
and concepts. Notable concerns expressed by these educational leaders encom-
passed potential disruptions to traditional classroom settings, considerations for the
well-being of both teachers and students and the implications for educational equity.
Despite these apprehensions, school leaders acknowledged the merits inherent in
Education 4.0. They accentuated the significance of equipping themselves and their
teaching staff with diverse leadership skills. The concept of agile leadership emerged
as particularly critical for effectively navigating the landscape of Education 4.0.
This style of leadership centers on adept crisis management, strategic professional
development initiatives, and the mobilization of the collective capacity of the edu-
cational community. The overarching conclusion drawn from this study emphasizes
the imperative for a fundamental paradigm shift in policy structures. This shift is
necessary to foster enhanced collaboration and co-construction of educational
reform agendas. Furthermore, this underscores the pressing need to augment school
leaders’ awareness and competency in addressing the challenges of Education 4.0.
Numerous educators, students, and parents are currently immersed in a vast array
of digital technologies encompassing both hardware (such as smartphones, tablets,
augmented reality (AR) tools, virtual reality (VR) glasses, holographic devices,
etc.) and software (including apps, online platforms, and artificial intelligence (AI)
chatbots, among others). Many technologies, such as holography and VR glasses,
were not initially developed for educational purposes. Nevertheless, there is a dis-
cernible trend toward their gradual integration into educational settings. This trend
x Preface
I want to thank the staff at Springer for their help and support.
xiii
Contents
xv
xvi Contents
Index������������������������������������������������������������������������������������������������������������������ 247
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them—a circumstance which deprives the report of actuality
and force, and prevents outside observers from drawing their
own conclusions from the facts which had been ascertained. But
the inquiry was painstaking. The case was fairly tried. The
judgment is an honest judgment.
Herbert Samuel,
The Congo State
(Contemporary Review, December, 1905).
"The decree fixes at forty hours per month the work which each
native owes to the State. This time, considered as a maximum,
is certainly not excessive, especially if one takes account of
the fact that the work ought to be remunerated; but as in the
immense majority of cases … it is not precisely the work which
is demanded of the native, but rather a quantity of products
equivalent to forty hours of work, the criterion of time
disappears in reality and is replaced by an equivalent
established by the Commissioner of the district after diverse
methods. …
And not only does the State exercise over the unfortunate
subjects that were delivered to it an authority of Government
which appears to be little else than a power of extortion, but
it has taken all their lands from them, substantially, and
left them next to nothing on which to perform any labor for
themselves. It has decreed to itself the ownership of all land
not included in the native villages or not under cultivation.
Concerning which decree the Commission remarks:
"As the greater part of the land in the Congo has never been
under cultivation, this interpretation gives to the State a
proprietary right, absolute and exclusive, to almost all the
land, and as a consequence it can grant to itself all the
product of the soil and prosecute as robbers those who gather
the smallest fruit and as accomplices those who buy the same.
… It thus happens sometimes that not only have the natives
been prohibited from moving their villages, but they have been
refused permission to go, even for a time, to a neighboring
village without a special permit."
"I have the honour to report that I find the Congo Free State,
under the present regime, to be nothing but a vast commercial
enterprise for the exploitation of the products of the
country, particularly that of ivory and rubber. Admitted by
Belgian officials and other foreigners here, the State, as I
find it, is not open to trade in the intended sense of article
5 of the Berlin Act under which the State was formed."
The right was not then exercised; but the question of taking
over the sovereignty of that great African domain came under
warm discussion in Belgium before many years, and, finally, in
1908, it reached the point of a keen negotiation of terms with
the King, attended by lively conflicts in the Belgian
Chambers. While the question was thus pending in Belgium, the
British Government took occasion to express its views to the
Belgian Government, as to the obligations which such an
annexation would involve. This was done on the 27th of March,
1908, in a despatch from the Foreign Minister, Sir Edward
Grey, communicating an extended "Memorandum respecting
Taxation and Currency in the Congo Free State." The language
of the despatch, in part, was as follows:
{141}
{142}
{143}
{144}
"In our own land something of this sort has already been done.
New York has nearly two million acres of land in forest
reserves which are being carefully tended. Pennsylvania has
half as much. Minnesota is already securing considerable
profit from the management of its white pine reserves and is
seeding down large areas; and the other lake states are also
moving, but all this is being done slowly, and lacks much of
the energy and cooperation which should accompany it."
J. L. Mathews,
The Conservation of our National Resources
(Atlantic Monthly, May, 1908).
{146}