AI in het basisonderwijs: een spiegel van onderwijskansen

References

1. Atabek, O. (2019). Challenges in integrating technology into education. Turkish Studies – Information Technologies and Applied Sciences, 14(ITAS Volume 14 Issue 1), 1–19. https://doi.org/10.7827/turkishstudies.14810
   [Google Scholar]
2. Alreshidi, N. A. K., & Lally, V. (2024). The effectiveness of training teachers in problem-based learning implementation on students’ outcomes: A mixed-method study. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03638-6
   [Google Scholar]
3. Balasooriya, C. (2024). AI in education: A futuristic vision. Medical Teacher, 46(7), 986–988. https://doi.org/10.1080/0142159x.2024.2352160
   [Google Scholar]
4. Boateng, N. O., & Boateng, N. B. (2025). Algorithmic bias in educational systems: Examining the impact of AI-driven decision making in modern education. World Journal of Advanced Research and Reviews, 25(1), 2012–2017. https://doi.org/10.30574/wjarr.2025.25.1.0253
   [Google Scholar]
5. Bogina, V., Hartman, A., Kuflik, T., & Shulner-Tal, A. (2021). Educating software and AI stakeholders about algorithmic fairness, accountability, transparency and ethics. International Journal of Artificial Intelligence in Education, 32(3), 808–833. https://doi.org/10.1007/s40593-021-00248-0
   [Google Scholar]
6. Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J.Karabel & A. H.Halsey (Eds.), Power and ideology in education (pp. 487–511). Oxford University Press.
   [Google Scholar]
7. Bulathwela, S., Pérez-Ortiz, M., Holloway, C., Cukurova, M., & Shawe-Taylor, J. (2024). Artificial intelligence alone will not democratise education: On educational inequality, techno-solutionism and inclusive tools. Sustainability, 16(2), 781. https://doi.org/10.3390/su16020781
   [Google Scholar]
8. Centraal Bureau voor de Statistiek. (2024, May23). Sociaal-economische status; scores per wijk en buurt, regio-indeling 2023. StatLine. https://opendata.cbs.nl/#/CBS/nl/dataset/85900NED
   [Google Scholar]
9. Cheng, S., & Parker, M. (2023). The role of school socioeconomic status in school-wide technology integration in the U.S. Contemporary Educational Technology, 15(2), ep422. https://doi.org/10.30935/cedtech/13059
   [Google Scholar]
10. Coleman, J., Campbell, E., Hobson, C., McPartland, J., Mood, A., Weinfield, F., & York, R. (1966). Equality of educational opportunity. US Department of Health, Education and Welfare, National Center for Educational Statistics.
    [Google Scholar]
11. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (5thed.). SAGE Publications.
    [Google Scholar]
12. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
    [Google Scholar]
13. Du Boulay, B. (2023). Artificial intelligence in education and ethics. In O.Zawacki-Richter & I.Jung (Eds.), Handbook of open, distance and digital education. Springer. https://doi.org/10.1007/978-981-19-2080-6_6
    [Google Scholar]
14. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
    [Google Scholar]
15. European Commission. (2019). Ethics guidelines for trustworthy AI. https://digital-strategy.ec.europa.eu/en/library/ethics-guidelines-trustworthy-ai
    [Google Scholar]
16. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
    [Google Scholar]
17. Huang, B., Jong, M. S., Tu, Y., Hwang, G., Chai, C. S., & Jiang, M. Y. (2022). Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies. Computers & Education, 189, 104577. https://doi.org/10.1016/j.compedu.2022.104577
    [Google Scholar]
18. Hwang, G.-J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, 100001. https://doi.org/10.1016/j.caeai.2020.100001
    [Google Scholar]
19. Ifenthaler, D., & Schweinbenz, V. (2016). Students’ acceptance of tablet PCs in the classroom. Journal of Research on Technology in Education, 48(4), 306–321. https://doi.org/10.1080/15391523.2016.1215172
    [Google Scholar]
20. Ireh, M. (2010). Budgeting and funding school technology: Essential considerations. School Business Affairs, 76(1), 18–19. https://files.eric.ed.gov/fulltext/EJ914657.pdf
    [Google Scholar]
21. Joshi, B. M., Khatiwada, S. P., & Pokhrel, R. K. (2024). Influence of socioeconomic factors on access to digital resources for education. Rupantaran: A Multidisciplinary Journal8(1), 17–33. https://doi.org/10.3126/rupantaran.v8i01.65197
    [Google Scholar]
22. Kahl, J. A., & Davis, J. A. (1955). A comparison of indexes of socio-economic status. American Sociological Review, 20(3), 317–325. https://doi.org/10.2307/2087391
    [Google Scholar]
23. Ko, G. Y., Shin, D., Auh, S., Lee, Y., & Han, S. P. (2023). Learning outside the classroom during a pandemic: Evidence from an artificial intelligence-based education app. Management Science, 69(6), 3616–3649. https://doi.org/10.1287/mnsc.2022.4531
    [Google Scholar]
24. Küçükuncular, A., & Ertugan, A. (2025). Teaching in the AI Era: Sustainable Digital Education Through Ethical Integration and Teacher Empowerment. Sustainability, 17(16), 7405. https://doi.org/10.3390/su17167405
    [Google Scholar]
25. McGehee, N. (2024). Breaking barriers: A meta-analysis of educator acceptance of AI technology in education. Michigan Virtual. https://michiganvirtual.org/research/publications/breaking-barriers-a-meta-analysis-of-educator-acceptance-of-ai-technology-in-education/
    [Google Scholar]
26. Ministerie van Onderwijs, Cultuur en Wetenschap. (2023, August31). Rapport De Staat van het Onderwijs 2023. Inspectie van het Onderwijs. https://www.onderwijsinspectie.nl/documenten/rapporten/2023/05/10/rapport-de-staat-van-het-onderwijs-2023
    [Google Scholar]
27. Mijs, J. J. B. (2015). The unfulfillable promise of meritocracy: Three lessons and their implications for justice in education. Social Justice Research, 29(1), 14–34. https://doi.org/10.1007/s11211-014-0228-0
    [Google Scholar]
28. Roshanaei, M., Olivares, H., & Lopez, R. R. (2023). Harnessing AI to foster equity in education: Opportunities, challenges, and emerging strategies. Journal of Intelligent Learning Systems and Applications, 15(4), 123–143. https://doi.org/10.4236/jilsa.2023.154009
    [Google Scholar]
29. Roy, M. (2017). Weapons of math destruction: How big data increases inequality and threatens democracy. College & Research Libraries, 78(3), 403. https://doi.org/10.5860/crl.78.3.403
    [Google Scholar]
30. Scherer, R., & Teo, T. (2019). Unpacking teachers’ intentions to integrate technology: A meta-analysis. Educational Research Review, 27, 90–109. https://doi.org/10.1016/j.edurev.2019.03.001
    [Google Scholar]
31. Scholen op de kaart. (z.d.). Vind en vergelijk scholen in de buurt. https://scholenopdekaart.nl/
    [Google Scholar]
32. Scholten, L., & Wolbers, M. H. (2019). Onderwijs van hoge kwaliteit. Mens & Maatschappij, 93(4), 375–406. https://doi.org/10.5117/mem2018.4.004.scho
    [Google Scholar]
33. Selwyn, N. (2011). Education and technology: Key issues and debates. Continuum.
    [Google Scholar]
34. Stahl, G., & Mu, G. M. (2022). Pierre Bourdieu: Revisiting reproduction, cultural capital, and symbolic violence in education. In B. A.Geier (Ed.), The Palgrave handbook of educational thinkers (pp. 1–16). Springer. https://doi.org/10.1007/978-3-030-81037-5_128-1
    [Google Scholar]
35. Tolsma, J., & Wolbers, M. H. J. (2010). Onderwijs als nieuwe sociale scheidslijn? De gevolgen van onderwijsexpansie voor sociale mobiliteit, de waarde van diploma’s en het relatieve belang van opleiding in Nederland. Tijdschrift voor Sociologie, 31(3), 239–259.
    [Google Scholar]
36. Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2016). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2
    [Google Scholar]
37. Varsik, S., & Vosberg, L. (2024). The potential impact of artificial intelligence on equity and inclusion in education (OECD Artificial Intelligence Papers No. 23). OECD Publishing. https://doi.org/10.1787/15df715b-en
    [Google Scholar]
38. Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
    [Google Scholar]
39. Vekiri, I. (2010). Socioeconomic differences in elementary students’ ICT beliefs and out-of-school experiences. Computers & Education, 54(4), 941–950. https://doi.org/10.1016/j.compedu.2009.09.029
    [Google Scholar]
40. Witthöft, J., Aydin, B., & Pietsch, M. (2024). Leading digital innovation in schools: The role of the open innovation mindset. Journal of Research on Technology in Education, 1–20. https://doi.org/10.1080/15391523.2024.2398528
    [Google Scholar]