AI and ChatGPT Technology in Education An Ethnographic Encounter

This monograph explores AI applications in education, arguing that ChatGPT-- rooted in language models and machine learning-- must be understood within the practical contexts of AI use. To do so, this analysis draws on social and humanistic theories of language and communication.

The opening chapters introduce tools to analyze the chatbot’s text and its human-like language. The discussion then follows the political debate around AI/chatbots—both banned and embraced—moving from policy to practice. Through ethnographic case studies, the book contrasts official narratives with how chatbots function in real-world settings. This book is suited for researchers, faculty, students, and professionals in social sciences, psychology, education, communication, teacher training, IT, and learning technologies.

Chapter1 Introduction.- Chapter2 How does Chatgpt work - and what can it do? From open and spontaneous curiosity to systematic analysis.- Chapter3 Do chatbots have consciousness?.- Chapter4 KB: Do you have self-consciousness? From self-consciousness to machine learning.- Chapter5 AI-chatgpt in the education sector's public and political debate.- Chapter6 Chatgpt in the educational practical action roo.- Chapter7 AI-chatgpt involved, but also challenged by the milestones of the learning process.- Chapter8 In light of the debate on professional bildung and increased digital literacy.- Chapter9 The necessity of academic subject critique and technology criticism.

Karen Borgnakke is Professor in Education, University of Copenhagen. For several decades, she has led pioneering projects and published in education and learning research, including projects on ICT and new strategies for organizational and pedagogical innovation. She has massive experience with the development of research methodology and research training. Initiator and leader of the research group "Ethnographic studies of innovative learning contexts", with extensive field research of scholastic and profession-oriented learning contexts.