About the Series
The release and rapid diffusion of ChatGPT and other large language models has shed a broad public spotlight on the potentially transformative effect of generative artificial intelligence in education. Scholars and educators around the world are pondering how these new forms of generative AI are changing both what students need to learn and how they should be taught it.
This Cambridge Elements series will address cutting-edge topics on generative AI in education. The series will cover a wide range of perspectives, from educational theory, to research reviews, to implications for practitioners. Connections will be drawn from prior uses of AI and digital learning to the new affordances and challenges of large language models. Diverse subject areas, from language and literacy to computer science, will be addressed, as will a broad swath of educational levels from preschool through higher education and beyond. Throughout, the series will take an in-depth critical perspective, highlighting the exciting potential of generative AI while also weighing challenges of privacy, ethics, and equity. This will be a must-read series for educators considering how to make use of AI in the classroom as well as for scholars seeking to keep abreast of research innovations in this major new area of inquiry.
Areas of Interest
- Generative AI and Writing
- Generative AI and Computer Science Education
- The History of AI in Education
- Generative AI and Assessment
- AI Literacy
- Generative AI and Children’s Media
- Generative AI and Educational Equity
- Generative AI as an Educational Research Tool
- Generative AI and Multilingual Learners
- Generative AI as a Pedagogical Tool
- Generative AI and Second Language Learning
- Generative AI for Teacher Learning
- Generative AI and Social-Emotional Learning
- Generative AI and Academic Integrity
- Generative AI and Emergent Discourses
- Generative AI and Personalized Learning
- Generative AI and Education in the Global South
- Multimodality and Generative AI
Editorial Board
Stephen Aguilar, University of Southern California, US
Maha Bali, American University in Cairo, Egypt
Irene-Angelica Chounta, University of Duisburg-Essen, Germany
Shayan Doroudi, University of California, Irvine, US
María Florencia Ripani, Ceibal Foundation, Uruguay
Bart Rientes, The Open University, UK
Neil Selwyn, Monash University, Australia
Jiahong Su, The University of Hong Kong
Ulrich Trautwein, University of Tübingen, Germany
Ying Xu, University of Michigan, US
About the Series Editors
Mark Warschauer is a Professor of Education at the University of California, with affiliated faculty appointments in the Departments of Informatics, Language Science, and Psychological Science. He is a member of the National Academy of Education and the director of the UCI Digital Learning Lab. Professor Warschauer is one of the most influential scholars in the world on digital learning, digital literacy, and the US of AI in Education. He has published 12 books on these topics including with MIT Press, Cambridge University Press, Teachers College Press, and Yale University Press, and some 300 scientific articles and papers. His work has been cited more than 48,000 times, making him one of the most cited researchers in the world on educational technology. He previously served as founding editor of Language Learning & Technology and inaugural editor of AERA Open.
Tamara Tate is a Project Scientist at the University of California, Irvine, and Associate Director of the Digital Learning Lab. She leads the Lab's work on digital and online tools to support teaching and learning including generative AI, partnering with school districts, universities, nonprofit organizations, media and tech developers, and others in iterative development and evaluation. As the PI of a NSF-funded grant, she is studying the use of generative AI in undergraduate writing courses. She also studies secondary student writing as a member of the IES-funded national WRITE Center. She received her B.A. in English and her Ph.D. in Education at U.C. Irvine and her J.D. at U.C. Berkeley.
Contact the Series Editors
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