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How should we change teaching and assessment in response to increasingly powerful generative Artificial Intelligence? Outcomes of the ChatGPT teacher survey

, , , , and . Education and Information Technologies, (Jan 26, 2024)
DOI: 10.1007/s10639-023-12405-0

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Deriving a typology of Web 2.0 learning technologies. British Journal of Educational Technology, (2015)Computational Thinking, the Notional Machine, Pre-service Teachers, and Research Opportunities., and . ACE, volume 160 of CRPIT, page 37-46. Australian Computer Society, (2015)Comprehensive evaluation of the use of technology in education - validation with a cohort of global open online learners., , , and . Educ. Inf. Technol., 27 (7): 9877-9911 (2022)Relationships between computational thinking and the quality of computer programs., , , and . Educ. Inf. Technol., 27 (6): 8289-8310 (2022)Groupwork activities in synchronous online classroom spaces.. SIGCSE, page 91-95. ACM, (2007)The impact of virtual classroom laboratories in CSE., and . SIGCSE, page 292-296. ACM, (2005)Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis., , , , and . Comput. Educ., (2015)How is the use of technology in education evaluated? A systematic review., and . Comput. Educ., (2019)Reasons associated with preservice teachers' intention to use immersive virtual reality in education., , and . Br. J. Educ. Technol., 51 (6): 2214-2232 (2020)By design: Professional learning ecologies to develop primary school teachers' makerspaces pedagogical capabilities., , , , and . Br. J. Educ. Technol., 50 (3): 1260-1274 (2019)