Citation (Chinese Version) 刘德建,黄荣怀,Kinshuk,Jonathan Michael Spector,Carolyn Penstein Rose ,李艳 燕,林琳,杨俊锋,张定文， Gerald Knezek ,江师雁,王欢欢,包昊罡,尹霞 雨. 智能技术变革教育:中美比较研究（ 2019）R . 北京：北京师范大学智 慧学习研究院，2019. Creative Commons License Permission is granted under a Creative Commons Attribution 4.0 License to replicate, copy, distribute, transmit, or adapt this report freely provided that attribution is provided as illustrated in the citation below. To view a copy of this license, visit: creativecommons/licenses/by/4.0/. Citation (English Version) Liu,D.J.,Huang,R.H.,Kinshuk,Spector,J.M.,Rose,C.P.,Li,Y.Y.,Lin,L.,Yang,J. F.,Chang,T.W., Knezek,G., Jiang,S.Y., Wang,H.H., Bao,H.G., &Yin,X.Y. (2019). Transforming Education through Intelligent Technology: A Comparative Report between China and U.S. in 2019. Beijing: Smart Learning Institute of Beijing Normal University.04 Transforming Education through Intelligent Technology Motivation and MethodologyReferences Motivation and Methodology The Landscape of Intelligent Technology for Education Factors of Infusing ICT into Education in both China and the U.S. Comparative Study of Intelligent Technology in Education between China and the U.S. Statements and Conclusions Contributor List 1.1 Motivation 1.2 Methodology 05 07 2.1 Overview of Intelligent Technology 2.2 State of Intelligent Technology in China and the U.S. 2.2.1 Academic Research 2.2.2 Higher Education Institution Performance 2.2.3 Industry Scale 2.2.4 National Strategy 2.3 The Framework of Intelligent Technology for Education 2.4 Ethical Concerns of Intelligent Technology in Education 10 12 12 14 15 17 21 24 3.1 Public and Private Education 3.2 School in Rural Areas 3.3 Class Size for Personalized Learning 3.4 Student-Teacher Ratio for Differentiated Instruction 3.5 Family-School Communication 3.6 Opportunity for Entering Public School 3.7 Service System for ICT in Education 3.8 Broadband Internet 3.9 Digital Education Resources 3.10 Teacher Professional Development with ICT 29 30 31 33 38 41 43 45 49 51 4.1 Typical Scenarios of Intelligent Technology in School 4.2 Key Products and Technology of Intelligent Technology in the Educational Industry 4.3 Typical Cases of Intelligent Technology in Educa tion 4.3.1 Cases in China 4.3.2 Cases in the U.S. 55 61 64 64 67 04 09 28 54 69 72 7505 December 31, 2019, SLI C The past few years have seen a surge of interest in intelligent technologies, involving Artificial Intelligence (AI) and emerging advanced technologies empowered by AI, such as Internet of Things (IoT), Virtual Reality (VR)/ Augmented Reality (AR) enhanced by AI, and intelligent terminal devices. The proliferation of intelligent technologies has dramatically altered the landscape of global businesses and communication 1 . As described by Bughin and colleagues 2 , 70% of the companies are expected to adopt intelligent technologies by 2030. Recently, Wealthfront added AI capacities to understand how customers spend, invest, and 3 . Intelligent technologies of cancer 4 . Another example of the application of intelligent technologies is in journalism, where detecting breaking news 5 . Intelligent technologies, are also changing the face of the education sector by making teaching and learning innovative. The broad applications of intelligent better society. Accordingly, many countries have proposed policies to support the use of intelligent and Development Strategic Plan 6 in 2016. The plan illustrates the importance of AI technologies in the future and advocates that all stakeholders should prioritize AI. The plan also provides a vision for maintaining the leadership of the U.S. in using AI for promoting economic prosperity, expanding educational opportunity, and protecting national security. Subsequently, several 7(2016) and Summary of the 8 , have been proposed to further encourage the adoption of AI technologies. Furthermore, the 2019 budget in the U.S. was approved emphasizing on intelligent technologies. The U.S. also released National AI R&D Strategic Plan: 2019 Update 9 . Meanwhile, the European Union (EU) member states started the Human Brain Project in 2013 with the aim to simulate the complete human brain on supercomputers. The project involved 24 countries and 112 enterprises. The EU also put forward a new report in 2018, The Age of 10 . This report points out the ethical and privacy problems in developing intelligent technologies. And also, Policy and Investment Recommendations for Trustworthy AI 11 Level Expert Group on AI (AI HLEG). In Asia, Japan proposed the Japan Revitalization Strategy 2016 12with an emphasis on the revitalization of Robot technologies. In 2017, the Japan government published the Artificial Motivation 1.106 Transforming Education through Intelligent Technology Intelligence Technology Strategy: Report of Strategic Council of Artificial Intelligence Technology 13 . This report defines what AI technologies are and provides a technical framework for AI development. Also, China is making huge strides to become a global leader in intelligent technology. In 2017, Chinese State Council promulgated The New Generation of Artificial Intelligence Initiatives 14 . Based on this planning, many organizations, enterprises, and provinces have proposed specific guidelines for the development of intelligent technologies in different fields. In 2018, the Chinese Ministry of Education published action planning for adopting intelligent technologies in higher education. Many universities have established AI academy for talent training. What we can learn from the policies as mentioned above in different countries is that intelligent technologies are quite crucial for the future, and intelligent technology innovations. In recent years, with the rapid development of internet and online services, there is a massive amount of data accumulated. Researchers have the opportunity to extract valuable information from an unprecedented amount of data, which will help us better understand the intricate patterns of human behaviors that were not available in the past. Intelligent technologies could build new models about human behavior and facilitate advances in AI acceleration (e.g., GPU), deep learning, are delivering significant changes in the accuracy of prediction. Moreover, all these technologies mentioned above could support the construction of more efficient and productive society as well as education. The application of intelligent technology in education has been in existence for a long time. In the 1950s, the computer was used as a tutoring tool. It was the prototype of technology applied in education. Intelligent Tutoring System (ITS) is the new development of intelligent technology, and it is one of the typical applications of intelligent technology in education 15 . The development of intelligent technology, especially the rapid development of image recognition, voice recognition, natural language processing, and the gradual maturity of relevant educational products provide more possibilities for educational reform and intelligent tutoring. It also provides strong support for education and tutoring in environmental construction, decision support, talent training, emotional companionship, precise services, tutoring support, and intelligent evaluation. China and the U.S. are the two major powers in the development of global intelligent technology. China, as a representative developing country, is ambitious in pushing the advances of intelligent technology. The U.S., as a representative developed country, leads the race to supply intelligent technology. Both China and the U.S. are making substantial investments to transform education through intelligent technology. Although intelligent technology has brought many obvious changes to education, the complexity and seriousness of education has led to many debates about how intelligent technology can be effectively and efficiently infused into education. In order to compare the current application of intelligent technology in education between China and the U.S., and to further explore how to use intelligent technology in education, this report begins with the intelligent technology itself, from the aspects of academic research, talent training, industry scale and national strategy to overview the development of intelligent technology. Furthermore, the report analyzes factors of infusing ICT into education in both China and the U.S., laying a solid foundation for analyzing the application of intelligent technology in education. Finally, the report lists typical scenarios, key products and technology, and typical cases of intelligent technology in education, showing the panorama of current development of China and the U.S.07 December 31, 2019, SLI C research, the case study, the expert interview and the comparing inquiry. It is worthwhile to note that CIPP (Context, Input, Process, Product) model 16 was also used to help us think about how intelligent technology can be used in education during the process of desk research and case study. For the expert interview and the subsequent comparing inquiry, we applied an Iterative Comparison Framework with Deep Inquiry (ICFDI) to the study, thus assisting us to deepen the understanding of experts opinions and compare the opinions between China and the U.S. In the process of the desk research and the case study, we analyzed more than 200 AI reports and policies from the various sources of China and U.S., and collected more than 100 cases about infusing intelligent technology into education in China and U.S. We especially the “Context”, ICT background and AI trends in China and the U.S. were explored to have funds, talent training situations of China and the U.S. were listed to understand the current state of the intelligent technology. With regards to the “Process”, procedures for promoting learning and teaching were collected to compare the effectiveness of intelligent technology in education between China and the U.S. For “Product,” the representative cases of infusing intelligent technology into education between China and the U.S. could be helpful to understand the education systematic change. technology took part in it. Forms of interviews included group interviews (normally lasted for 90 minutes) and personal interviews (30 minutes to 45 minutes). Ways of interviews consisted of online (webinar, email, Skype, etc.) and offline (seminar, exclusive interview, etc.). The topic of interview is relating to “Transforming Education through Intelligent Technology”, the three research objectives, i.e., the general use of intelligent technology in education, the factors of Infusing ICT into Education in both China and the U.S., and the trends and Methodology 1.2 There are three aims of this report: To depict the landscape of intelligent technology for education. To identify factors of infusing ICT into education in both China and the U.S. To recognize the differences between China and the U.S. on transforming education through intelligent technology.08 Transforming Education through Intelligent Technology Figure 1-1. Iterative Comparison Framework with Deep Inquiry (ICFDI)