Scholarlink

<p>The increasing digitization of schools presents school administrators and teachers with the challenge of selecting suitable digital tools and planning their use in an informed manner. Decisions require consideration of pedagogical, organizational, and technical aspects, which often lead to uncertainty and overload in practice. This work aims to develop a&#xa0;transparent, comprehensible, and task-oriented advisory system that supports school stakeholders in making these choices. Methodologically, the study follows a&#xa0;design-oriented research approach that combines theory-driven derivation of requirements with iterative system development and applies business informatics design principles to the challenges of the education sector. This results in an interdisciplinary approach to the design of technological support systems for schools. The resulting artifact, the Digital Tools for Schools advisory system, uses artificial intelligence in two ways: It automatically processes information about tools, categorizes it, and condenses it into a&#xa0;structured knowledge base; at the same time, a&#xa0;dialogue-oriented advisory component generates context-sensitive, comprehensible recommendations. In addition, the system enables tool providers to participate. A&#xa0;formative evaluation with school stakeholders shows a&#xa0;high level of perceived usefulness, comprehensibility, and organizational connectivity. The work contributes to the design of trustworthy, technology-supported decision-making systems and provides impetus for research and practice in school digitization.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Digital Tools for Schools (DiTo4S): Entwicklung eines KI-gestützten Beratungssystems zur Auswahl digitaler Tools im Schulkontext

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月26日

查看全文
  • Anton Klemm,
  • Christian Reintjes

摘要

The increasing digitization of schools presents school administrators and teachers with the challenge of selecting suitable digital tools and planning their use in an informed manner. Decisions require consideration of pedagogical, organizational, and technical aspects, which often lead to uncertainty and overload in practice. This work aims to develop a transparent, comprehensible, and task-oriented advisory system that supports school stakeholders in making these choices. Methodologically, the study follows a design-oriented research approach that combines theory-driven derivation of requirements with iterative system development and applies business informatics design principles to the challenges of the education sector. This results in an interdisciplinary approach to the design of technological support systems for schools. The resulting artifact, the Digital Tools for Schools advisory system, uses artificial intelligence in two ways: It automatically processes information about tools, categorizes it, and condenses it into a structured knowledge base; at the same time, a dialogue-oriented advisory component generates context-sensitive, comprehensible recommendations. In addition, the system enables tool providers to participate. A formative evaluation with school stakeholders shows a high level of perceived usefulness, comprehensibility, and organizational connectivity. The work contributes to the design of trustworthy, technology-supported decision-making systems and provides impetus for research and practice in school digitization.