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so times teachers will said the wrong answer and student got the wrong answer then they will write the wrong answer in exam

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Robots can store and communicate vast troves of knowledge, or provide a virtually inexhaustible source of interactive exchange on any topic that can be programmed into software. Robots also bring many introverted or disabled or non-conforming children into greater classroom participation. They are less threatening, always available, and they never tire or lose patience. 

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Robots can store and communicate vast troves of knowledge, or provide a virtually inexhaustible source of interactive exchange on any topic that can be programmed into software. Robots also bring many introverted or disabled or non-conforming children into greater classroom participation. They are less threatening, always available, and they never tire or lose patience. 

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Photographer: Nigel Treblin/Getty Images

For all the talk about whether robots will take our jobs, a new worry is emerging, namely whether we should let robots teach our kids. As the capabilities of smart software and artificial intelligence advance, parents, teachers, teachers' unions and the children themselves will all have stakes in the outcome.

I, for one, say bring on the robots, or at least let us proceed with the experiments. You can imagine robots in schools serving as pets, peers, teachers, tutors, monitors and therapists, among other functions. They can store and communicate vast troves of knowledge, or provide a virtually inexhaustible source of interactive exchange on any topic that can be programmed into software.

But perhaps more important in the longer run, robots also bring many introverted or disabled or non-conforming children into greater classroom participation. They are less threatening, always available, and they never tire or lose patience.

Human teachers sometimes feel the need to bully or put down their students. That's a way of maintaining classroom control, but it also harms children and discourages learning. A robot in contrast need not resort to tactics of psychological intimidation.

The pioneer in robot education so far is, not surprisingly, Singapore. The city-state has begun experiments with robotic aides at the kindergarten level, mostly as instructor aides and for reading stories and also teaching social interactions. In the U.K., researchers have developed a robot to help autistic children better learn how to interact with their peers.

I can imagine robots helping non-English-speaking children make the transition to bilingualism. Or how about using robots in Asian classrooms where the teachers themselves do not know enough English to teach the language effectively?

A big debate today is how we can teach ourselves to work with artificial intelligence, so as to prevent eventual widespread technological unemployment. Exposing children to robots early, and having them grow accustomed to human-machine interaction, is one path toward this important goal.

In a recent Financial Times interview, Sherry Turkle, a professor of social psychology at MIT, and a leading expert on cyber interactions, criticized robot education. "The robot can never be in an authentic relationship," she said. "Why should we normalize what is false and in the realm of [a] pretend relationship from the start?" She's opposed to robot companions more generally, again for their artificiality.

Yet K-12 education itself is a highly artificial creation, from the chalk to the schoolhouses to the standardized achievement tests, not to mention the internet learning and the classroom TV. Thinking back on my own experience, I didn't especially care if my teachers were "authentic" (in fact, I suspected quite a few were running a kind of personality con), provided they communicated their knowledge and radiated some charisma.

You might think we should not proceed with robot education until it is thoroughly tested and shown to cause no harm to any child. Yet we did not apply comparable standards to, say, the use of textbooks.

In America, federalism will mean deploying robots in some but not all school districts, experience that will provide a diversity of approaches and some early results before possibly extending their use. Those are healthy checks on a new technology that might disappoint us, as many other educational innovations have.

If we insist that robot education is first proven in every way to be effective, that is a recipe for allowing American education to lag behind. Not doing enough to keep up with a changing world is also a way to harm schoolchildren.

Keep in mind that robot instructors are going to come through toys and the commercial market in any case, whether schools approve or not. Is it so terrible an idea for some of those innovations to be supervised by, and combined with, the efforts of teachers and the educational establishment?

My biggest concern about robot education, by the way, involves humans. Children sometimes trust robots too much. Teachers and administrators could use robots to gather confidential information about children and their families, as the children may think they are talking to a robot only, rather than creating a database for future scrutiny. This could be addressed by comprehensive privacy standards, probably a good idea in any case.

In Isaac Asimov's classic I, Robot stories, the very first tale, " Robbie," published in 1940, concerned how much robots should be allowed to bring up and instruct children. The daughter and her father were on board with the concept, the mother skeptical.

Though the American unemployment rate is less than 5 percent, there is nonetheless a skills gap, and our schools are underperforming: Isn't this the actual AI debate we should be having?

This column does not necessarily reflect the opinion of the editorial board or Bloomberg LP and its owners.

To contact the author of this story:
Tyler Cowen at tcowen2@bloomberg.net

To contact the editor responsible for this story:
Katy Roberts at kroberts29@bloomberg.net

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For all the talk about whether robots will take our jobs, a new worry is emerging, namely whether we should let robots teach our kids. As the capabilities of smart software and artificial intelligence advance, parents, teachers, teachers' unions and the children themselves will all have stakes in the outcome.

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How robots are teaching Singapore’s kids

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How robots are teaching Singapore’s kids

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https://www.ft.com/content/f3cbfada-668e-11e7-8526-7b38dcaef614

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Affectionate robots programmed to read the emotions of people by recognising expressions and voice tones

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Affectionate robots programmed to read the emotions of people by recognising expressions and voice tones

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Softbank enters world of robotics with perky humanoid Pepper

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Softbank is entering the robotics business with its cooing, gesturing and sympathetic Pepper humanoid-on-wheels that it says is designed for companionship and can decipher human emotions.

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Robots, unlike teachers, can be mass-produced. Therefore, there will be more robots to teach

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Students can be split into groups based on their level of study

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Students can be split into groups based on their level of study

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Students can be split into groups according to their levels, for example, more elementary students can have more focus, allowing for higher learning efficiency.

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Teachers are human. And

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Robots can respond and explain much faster than humans

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Robots can respond and explain much faster than humans

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Robots have the ability to compute information faster and more clearly than humans, helping them to answer questions correctly and easily, while teachers may lack the basic knowledge to answer students' creative and difficult questions.

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Computer can explain something that teacher can't explain

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Robots are much more efficient than teachers ever will beWhile teachers are forced to deliver the majority of learning in a whole-class setting, artificial intelligence can deliver tailored learning, carefully evaluating every response to calibrate when to stick with the current topic and when to move onto the next.The brightest pupils can be given additional work, while those that need additional help would receive it, all within the same class.AI offers almost unlimited possibilities in terms of identifying student’s strengths and interests and building on them.

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Robots are much more efficient than teachers ever will beWhile teachers are forced to deliver the majority of learning in a whole-class setting, artificial intelligence can deliver tailored learning, carefully evaluating every response to calibrate when to stick with the current topic and when to move onto the next.The brightest pupils can be given additional work, while those that need additional help would receive it, all within the same class.AI offers almost unlimited possibilities in terms of identifying student’s strengths and interests and building on them.

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https://blog.educationandskillsforum.org/robots-replacing-teachers-is-a-good-thing-yes-or-no/

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Teachers are humans. And all humans aren't completely 'good'. All human beings have positive traits and negative traits than may cause harm. Sure, teachers might go and 'inspire' and 'teach' the students 'good' things. But teachers also might unintentionally 'inspire' students to do harmful activities. For example, if a teacher comes into the classroom one day swearing and in a horrible mood the students might learn from the teacher and mimic that action.

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Children don’t learn because of their interactions with a robot, but because they are engaging in certain activities that trigger cognitive processes; those processes, in turn, produce learning.

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Children don’t learn because of their interactions with a robot, but because they are engaging in certain activities that trigger cognitive processes; those processes, in turn, produce learning.

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Humanoids (robots designed to resemble the human body), is becoming ever cheaper and smarter. These robots are not intended to be manipulated or programmed by students; instead, the idea is to engage with them in many kinds of interactions. These interactions then spur learning to take place. This implies that even without teachers, learning can take place when robots are capable of triggering those processes.

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 a Computer Science professor in the United States used a virtual teaching assistant to answer his students’ queries, it made international headlines. Not because he’d used the system but because the class didn’t realise. It was only after the course had finished that the professor revealed that ‘Jill Watson’ wasn’t a real person.In fact, only one student had had suspicions. The reason? She answered questions much quicker than other teaching assistants.

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 a Computer Science professor in the United States used a virtual teaching assistant to answer his students’ queries, it made international headlines. Not because he’d used the system but because the class didn’t realise. It was only after the course had finished that the professor revealed that ‘Jill Watson’ wasn’t a real person.In fact, only one student had had suspicions. The reason? She answered questions much quicker than other teaching assistants.

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https://blog.educationandskillsforum.org/robots-replacing-teachers-is-a-good-thing-yes-or-no/

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Humans, are living things and especially when it is around exam time, they have to mark a lot of papers which stress them out. And when a teacher is stress, they might not be able to teach the students as well. But for robots, they do not get stress, they can't get stress. So teaching will still be normal even when it is about exam time.

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Teachers' own fears of being taken over by robots stop them from being objective about the effective use of robots in schools/classrooms.

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Teachers' own fears of being taken over by robots stop them from being objective about the effective use of robots in schools/classrooms.

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Humanoids have the ability to provide real-time feedback, and their physical shape increases engagement. 

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Humanoids have the ability to provide real-time feedback, and their physical shape increases engagement. 

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This often leads to a personal connection with the student, which research shows can help resolve issues related to shyness, reluctance, confidence and frustration that may arise in dealing with a human teacher. For example, a robot will not get tired no matter how many mistakes a child makes.

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Humanoids have the ability to provide real-time feedback to students. from www.shutterstock.com

Robots are increasingly being used to teach students in the classroom for a number of subjects across science, maths and language. But our research shows that while students enjoy learning with robots, teachers are slightly reluctant to use them in the classroom.

In our study, which saw staff and students interact with the Nao humanoid robot, teachers said they were more sceptical of robots being integrated into the classroom.

from www.shutterstock.com

They preferred the robot to not have full autonomy and instead take on restricted roles in the classroom. The teachers also wanted full control over the robot. We observed that the teachers were in general unaware of robots and hence there was a technological bias associated with their opinions.

They said they did not trust the technical capabilities of the robot and wanted the robot to function and behave as a learning "buddy" of children and not as a teacher. We think this reluctance may have occurred primarily due to an uncertainty of how best to incorporate robots in the class, and a lingering concern that robots may eventually replace teachers.

This is despite research showing that robots are much more likely to be used as learning tools than as teachers in a classroom.

The students, on the other hand, were much more enthusiastic about a robot in their classroom, enjoying the human-like interaction.

However, they wanted the robot to adapt its behaviour to their feelings and display a wide range of emotions and expressions. Such fully autonomous behaviour will require further research and development in robotics.

For example, some of the children felt the robot's voice was unnatural and did not adapt to situations by changing tone or pitch.

The children preferred as natural behaviour from the robot as possible, even to the extent that they were untroubled by the robot making mistakes, such as forgetting. It was clear the children were imagining the robot in the role of their teacher.

How robots are currently used in the classroom

from www.shutterstock.com

Numerous types of robots are being incorporated in education. They range from simple "microprocessor on wheels" robots ( boebot), to advanced toolkits, ( mindstorms) to humanoids (robots that resemble humans).

The choice of the robot is usually dictated by the area of study and the age group of the student.

Smaller robots or toolkits are particularly used to teach robotics or computer science. These toolkits can be physically manipulated allowing students to learn a variety of disciplines across engineering. However, the human-like shape of humanoids makes them easier to interact with, and for this reason are often used for language lessons.

Thomas Hawk/flickr, CC BY

Humanoids have the ability to provide real-time feedback, and their physical shape increases engagement. This often leads to a personal connection with the student, which research shows can help resolve issues related to shyness, reluctance, confidence and frustration that may arise in dealing with a human teacher. For example, a robot will not get tired no matter how many mistakes a child makes.

Humanoid robots are being widely utilised in classrooms in many countries including, Japan and South Korea.

Amber Case/flickr, CC BY

Nao, Pepper, Tiro, IROBI, and Robovie, for example, are primarily used to teach English.

Telepresence - where a teacher can remotely connect to the classroom through the robot - is also being used as a way to teach students English. The teacher can participate in the classroom by being virtually present through a display mechanism. In some instances, the display is embedded in the robot's torso.

Western countries have been much more hesitant in acknowledging the integration of robots in classrooms, with privacy, developmental hindrances, the rise in unemployment and technical deficiencies stated as the major drawbacks.

Robots as learning tools, not teachers

Humanoid robots are still a fair way away from being autonomously situated in schools due mainly to technological limitations such as inaccurate speech or emotion recognition.

However, the intention of most researchers in robotics is not for robots to replace teachers. Rather, the design goals of most robots are to function as an aid in the classroom and to enhance the added value they can bring as a stimulating and engaging educational tool.

In order to facilitate the integration of robots in the classroom, we need to be able to provide appropriate interfacing mechanisms (software, hardware or even mobile apps), allowing the human teacher to control the robot with minimal training.

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Robots likely to be used in classrooms as learning tools, not teachers

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Robots are increasingly being used to teach students in the classroom for a number of subjects across science, maths and language. But our research shows that while students enjoy learning with robots, teachers are slightly reluctant to use them in the classroom.

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Want to know how much teachers earn in your state? Our interactive map lists the average starting salaries and overall average salaries for teachers in each state. Plus, we compare the average salaries at private schools and public schools across America.

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If teachers are replace with robots, other than the robots, the school can use the money to upgrade the school or improve the robots.