Geför­dert durch:


Sie­bert, S. & Tolks­dorf, N. (2018, 19.10.): Rai­sing Robo­tic Nati­ves? Ethi­cal Aspects of Lear­ning with Robots in Kin­der­gar­ten. Third Inter­na­tio­nal Con­fe­rence on Com­mu­ni­ca­ti­on and Media Stu­dies, Uni­ver­si­ty of Cali­for­nia, Ber­ke­ley, USA. [Tan­dem 4]

Today’s child­hood is shaped by media even befo­re ent­e­ring school. Howe­ver, the media socia­liz­a­ti­on of child­ren varies with respect to the socio-eco­no­mic sta­tus of their par­ents (MPFS, 2015; DIVSI, 2015). In cur­rent rese­arch, the rela­ti­on bet­ween media socia­liz­a­ti­on and the socio-eco­no­mic sta­tus is cap­tu­red by the “digi­tal divi­de” or “digi­tal ine­qua­li­ty”. While digi­tal divi­de refers to the dif­fe­ren­ces con­cer­ning the access to tech­no­lo­gies, digi­tal ine­qua­li­ty refers to the vary­ing media usa­ge (Kut­scher, 2014). Among child­ren, ine­qua­li­ty also exists in terms of edu­ca­tio­nal oppor­tu­nities, which is fun­da­ment­al­ly shaped by children’s lan­guage skills (Cabell et al., 2011). The deve­lo­p­ment of children’s ear­ly lan­guage skills is cru­cial for near­ly all sub­se­quent lear­ning and social par­ti­ci­pa­ti­on. The­re­fo­re, the pre­sen­ted pro­ject aims at explo­ring the pos­si­bi­li­ties of lan­guage and media edu­ca­ti­on through the use of social robots from two disci­pli­nes: We will app­ly social robots to scaf­fold children’s lan­guage lear­ning by sys­te­ma­ti­cal­ly con­so­li­da­ting lan­guage rou­ti­nes in an expe­ri­men­tal set­ting (psy­cho­lingu­is­tic per­spec­ti­ve). While this method allows us to inves­ti­ga­te the values of social robots for lear­ning, it rai­ses many open ques­ti­ons with respect to what are the legal, ethi­cal and social impli­ca­ti­ons regar­ding the use of social robots in long-term set­tings wit­hin a kin­der­gar­ten (media pedago­gi­cal per­spec­ti­ve). In our pre­sen­ta­ti­on, we will address the ethi­cal aspects and social impli­ca­ti­ons going hand in hand with new requi­re­ments towards teachers.