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MA Ruiting, LV Hanyue. The Existenceof Teachersinthe Ageof DigitalIntelligence: Realistic Difficultiesand Practical Paths[J]. Journal of Teacher Education.
Citation: MA Ruiting, LV Hanyue. The Existenceof Teachersinthe Ageof DigitalIntelligence: Realistic Difficultiesand Practical Paths[J]. Journal of Teacher Education.
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The Existenceof Teachersinthe Ageof DigitalIntelligence: Realistic Difficultiesand Practical Paths

  • Department of Education, East China Normal University, Shanghai 200062, China

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  • MSC: G451

  • The construction of teacher team in the age of digital intelligence is the key to promoting "Internet+education". The revolution of intelligent technology makes teachers face multiple worries, which is manifested as the technology weakens the existence of teachers' natural body, reduces teachers' teaching discourse and lowers teachers' sense of identity. It leads teachers falling into the predicament of physical "decline", knowledge dispelling and value anxiety. As the main body of education and teaching in the age of digital intelligence, the teacher is a continuum of forces in the body field, knowledge field and value field. The body field plays the role of the base, the knowledge field assumes the core function of education and the value field is the foundation of the teacher's role. Therefore, the study examines and responses to the breakthrough path of teachers' existence through theoretical perspectives. "Technological Embodiment" is the physical existence path under the perspective of technological phenomenology, so as to abandon the instrumental rationality concept of technology supremacy and to choose the embodied intelligent technology. "Dialogic teaching" is a reconstruction path of teaching discourse power under the theory of dialogue education, which continuously produces new knowledge and fosters critical thinking through the collaborative dialogue relationship among teachers, students and machines. "Emotion", as an intermediary element carried by the change of interactive subject, symbols and environment, is a pathway for enhancing teachers' sense of identity from the perspective of symbolic interactionism.
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The Existenceof Teachersinthe Ageof DigitalIntelligence: Realistic Difficultiesand Practical Paths

Abstract: The construction of teacher team in the age of digital intelligence is the key to promoting "Internet+education". The revolution of intelligent technology makes teachers face multiple worries, which is manifested as the technology weakens the existence of teachers' natural body, reduces teachers' teaching discourse and lowers teachers' sense of identity. It leads teachers falling into the predicament of physical "decline", knowledge dispelling and value anxiety. As the main body of education and teaching in the age of digital intelligence, the teacher is a continuum of forces in the body field, knowledge field and value field. The body field plays the role of the base, the knowledge field assumes the core function of education and the value field is the foundation of the teacher's role. Therefore, the study examines and responses to the breakthrough path of teachers' existence through theoretical perspectives. "Technological Embodiment" is the physical existence path under the perspective of technological phenomenology, so as to abandon the instrumental rationality concept of technology supremacy and to choose the embodied intelligent technology. "Dialogic teaching" is a reconstruction path of teaching discourse power under the theory of dialogue education, which continuously produces new knowledge and fosters critical thinking through the collaborative dialogue relationship among teachers, students and machines. "Emotion", as an intermediary element carried by the change of interactive subject, symbols and environment, is a pathway for enhancing teachers' sense of identity from the perspective of symbolic interactionism.

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