The article reviews some of the relationships between AI and education, emphasizing the metaphors used, the difficulties in finding points of agreement, as well as aspects of the social criticism that is made of AI (e.g. considering that it can be a form of unwanted deviation). AI appears as one more case of technology that comes to improve education, as happened in the past with other less “intelligent” technologies, although now with more arguments in its favor. Secondly, it explores the logical mechanisms (abduction) that are widely used in human reasoning but also in AI, showing how their uncontrolled use can lead to certain conversation algorithms being able to lie, something that teachers would not do. An ethical rather than logical question is raised that deserves to be explored later.
{"title":"AI in the discourse of the relationships between technology and education","authors":"J. L. Rodríguez Illera","doi":"10.1344/der.2024.45.1-7","DOIUrl":"https://doi.org/10.1344/der.2024.45.1-7","url":null,"abstract":"The article reviews some of the relationships between AI and education, emphasizing the metaphors used, the difficulties in finding points of agreement, as well as aspects of the social criticism that is made of AI (e.g. considering that it can be a form of unwanted deviation). AI appears as one more case of technology that comes to improve education, as happened in the past with other less “intelligent” technologies, although now with more arguments in its favor. Secondly, it explores the logical mechanisms (abduction) that are widely used in human reasoning but also in AI, showing how their uncontrolled use can lead to certain conversation algorithms being able to lie, something that teachers would not do. An ethical rather than logical question is raised that deserves to be explored later.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141702713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.8-14
C. Galván Fernández, Diego Calderón-Garrido
En la primera ola de la IA, Susan Leigh Star visibilizó como el desarrollo de la IA se hacía sin consenso social considerando los estudios de Davis en relación con la aceptación de la tecnología en el mundo laboral. Las conclusiones derivadas, conocidas con el test Durkheim, dan respuesta a las antonimias que se están formulando durante el asentamiento de la IAG en los discursos educativos. Reconociendo que el hecho de educar hoy día se nutre de las pedagogías más libertarias a las más dirigidas por las agendas políticas, son múltiples las perspectivas educativas en relación con la IA. En esta diversidad, los diferentes ámbitos de acción educativa pueden, o no, adoptar la IA desde una mirada instrumental y/o social. Pese a la actualidad de la temática, los investigadores siguen huérfanos de instrumentos que permitan analizar los posicionamientos de la comunidad educativa en general y del estrato estudiantil en particular. Por este motivo, el objetivo de este artículo es adaptar y validar dos encuestas que han mostrado excelentes resultados en sus versiones originales, así como analizar la relación entre ambas con motivo de conocer la aceptación que se tiene de la inteligencia artificial. Para ello se ha aplicado la adaptación de la encuesta sobre la aceptación de la tecnología y la encuesta sobre alfabetización en IA en una muestra de 134 estudiantes de diferentes másteres en Educación. El análisis factorial exploratorio y el posterior análisis factorial confirmatorio han mostrado la validez del instrumento adaptado.
{"title":"De la educabilidad a la Aceptación de la tecnología y alfabet-ización en Inteligencia Artificial: validación de un instrumento","authors":"C. Galván Fernández, Diego Calderón-Garrido","doi":"10.1344/der.2024.45.8-14","DOIUrl":"https://doi.org/10.1344/der.2024.45.8-14","url":null,"abstract":"En la primera ola de la IA, Susan Leigh Star visibilizó como el desarrollo de la IA se hacía sin consenso social considerando los estudios de Davis en relación con la aceptación de la tecnología en el mundo laboral. Las conclusiones derivadas, conocidas con el test Durkheim, dan respuesta a las antonimias que se están formulando durante el asentamiento de la IAG en los discursos educativos. Reconociendo que el hecho de educar hoy día se nutre de las pedagogías más libertarias a las más dirigidas por las agendas políticas, son múltiples las perspectivas educativas en relación con la IA. En esta diversidad, los diferentes ámbitos de acción educativa pueden, o no, adoptar la IA desde una mirada instrumental y/o social. Pese a la actualidad de la temática, los investigadores siguen huérfanos de instrumentos que permitan analizar los posicionamientos de la comunidad educativa en general y del estrato estudiantil en particular. Por este motivo, el objetivo de este artículo es adaptar y validar dos encuestas que han mostrado excelentes resultados en sus versiones originales, así como analizar la relación entre ambas con motivo de conocer la aceptación que se tiene de la inteligencia artificial. Para ello se ha aplicado la adaptación de la encuesta sobre la aceptación de la tecnología y la encuesta sobre alfabetización en IA en una muestra de 134 estudiantes de diferentes másteres en Educación. El análisis factorial exploratorio y el posterior análisis factorial confirmatorio han mostrado la validez del instrumento adaptado.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141691993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.20-28
Carles Lindín
Se apuntan elementos de análisis que resultan operativos para una incorporación crítica de las inteligencias artificiales (IA) generativas y no generativas. Aproximarse a un realismo pedagógico digital equilibrado en que las IA puedan potenciar espacios educativos individuales y colectivos en lugar de generar sobreproducción. Se incide en las reflexiones pedagógicas pertinentes, atendiendo a las necesidades de regulación de las IA. Se caracterizan las IA, partiendo de un breve análisis sobre el entorno social, educativo y económico en que se produce su gran difusión. Se expone el marco necesario para examinar diversas tensiones que incorporan al ecosistema educativo, que tienen su origen en el valor de verdad-verosimilitud-ficción que aportan los datos. Se comentan cuatro espacios de tensión que provoca el advenimiento masivo de las IA en educación: autoría, espiral de verosimilitud (o valor de verdad), ficción y literariedad, datificación y agencia. Como resultado se desprende la adecuación de considerar el impacto de las IA en los procesos de enseñanza-aprendizaje atendiendo a la relación, más o menos distante, que pueden tener con la realidad material: su capacidad para crear narraciones ficcionales basadas en datos reales.
{"title":"Inteligencia artificial: Tensiones educativas entre la verdad y la verosimilitud de los datos","authors":"Carles Lindín","doi":"10.1344/der.2024.45.20-28","DOIUrl":"https://doi.org/10.1344/der.2024.45.20-28","url":null,"abstract":"Se apuntan elementos de análisis que resultan operativos para una incorporación crítica de las inteligencias artificiales (IA) generativas y no generativas. Aproximarse a un realismo pedagógico digital equilibrado en que las IA puedan potenciar espacios educativos individuales y colectivos en lugar de generar sobreproducción. Se incide en las reflexiones pedagógicas pertinentes, atendiendo a las necesidades de regulación de las IA. Se caracterizan las IA, partiendo de un breve análisis sobre el entorno social, educativo y económico en que se produce su gran difusión. Se expone el marco necesario para examinar diversas tensiones que incorporan al ecosistema educativo, que tienen su origen en el valor de verdad-verosimilitud-ficción que aportan los datos. Se comentan cuatro espacios de tensión que provoca el advenimiento masivo de las IA en educación: autoría, espiral de verosimilitud (o valor de verdad), ficción y literariedad, datificación y agencia. Como resultado se desprende la adecuación de considerar el impacto de las IA en los procesos de enseñanza-aprendizaje atendiendo a la relación, más o menos distante, que pueden tener con la realidad material: su capacidad para crear narraciones ficcionales basadas en datos reales.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141703075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.124-140
Tugra Karademir coskun, Ayfer Alper
This study aims to examine the potential differences between teacher evaluations and artificial intelligence (AI) tool-based assessment systems in university examinations. The research has evaluated a wide spectrum of exams including numerical and verbal course exams, exams with different assessment styles (project, test exam, traditional exam), and both theoretical and practical course exams. These exams were selected using a criterion sampling method and were analyzed using Bland-Altman Analysis and Intraclass Correlation Coefficient (ICC) analyses to assess how AI and teacher evaluations performed across a broad range. The research findings indicate that while there is a high level of proficiency between the total exam scores assessed by artificial intelligence and teacher evaluations; medium consistency was found in the evaluation of visually-based exams, low consistency in video exams, high consistency in test exams, and low consistency in traditional exams. This research is crucial as it helps to identify specific areas where artificial intelligence can either complement or needs improvement in educational assessment, guiding the development of more accurate and fair evaluation tools.
{"title":"Evaluating the evaluators: a comparative study of AI and Teacher Assessments in Higher Education","authors":"Tugra Karademir coskun, Ayfer Alper","doi":"10.1344/der.2024.45.124-140","DOIUrl":"https://doi.org/10.1344/der.2024.45.124-140","url":null,"abstract":"This study aims to examine the potential differences between teacher evaluations and artificial intelligence (AI) tool-based assessment systems in university examinations. The research has evaluated a wide spectrum of exams including numerical and verbal course exams, exams with different assessment styles (project, test exam, traditional exam), and both theoretical and practical course exams. These exams were selected using a criterion sampling method and were analyzed using Bland-Altman Analysis and Intraclass Correlation Coefficient (ICC) analyses to assess how AI and teacher evaluations performed across a broad range. The research findings indicate that while there is a high level of proficiency between the total exam scores assessed by artificial intelligence and teacher evaluations; medium consistency was found in the evaluation of visually-based exams, low consistency in video exams, high consistency in test exams, and low consistency in traditional exams. This research is crucial as it helps to identify specific areas where artificial intelligence can either complement or needs improvement in educational assessment, guiding the development of more accurate and fair evaluation tools.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141710608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.37-42
Francesc Martínez-Olmo, Felipe González Catalán
El estudio de la aplicación de la inteligencia artificial (IA) en la escritura científico-académica es importante para favorecer la eficiencia en la generación de contenido académico. Además, es necesario investigar cómo la IA puede ayudar a mejorar la claridad y precisión de la comunicación científica. En este sentido, se ha llevado a cabo una revisión sistemática de la literatura (scoping review) que ha tratado el uso de la IA, específicamente ChatGPT, en relación con la escritura académica. Esto a fin de identificar los enfoques temáticos y los diseños de indagación aplicados en los trabajos publicados sobre este tema y, así, orientar futuros proyectos en esta línea de investigación. Para llevar a cabo este estudio, se procedió con la localización de artículos en Web of Science y Scopus. Los principales resultados del trabajo revelan el interés por la escritura académica y la IA en relación con sus posibles aplicaciones, herramientas específicas y la detección de plagio, así como su uso ético y responsable. Asimismo, se ha constatado una utilización de variedad de métodos de investigación. La discusión final se centra en cómo la integración de la IA en la escritura científico-académica plantea tanto oportunidades como desafíos en términos de ética, calidad y autonomía intelectual.
研究人工智能（AI）在科学-学术写作中的应用对于提高学术内容的生成效率非常重要。此外，有必要研究人工智能如何帮助提高科学交流的清晰度和准确性。为此，我们进行了一次系统的文献综述（范围综述），探讨了人工智能（特别是 ChatGPT）在学术写作中的应用。这样做的目的是为了确定在已发表的有关该主题的作品中所采用的主题方法和研究设计，从而为该研究领域的未来项目提供指导。为了开展这项研究，我们首先在 Web of Science 和 Scopus 中查找文章。研究的主要结果表明，学术写作和人工智能在其可能的应用、具体工具、剽窃检测以及道德和负责任的使用方面受到了关注。此外，还发现使用了多种研究方法。最后的讨论重点是人工智能与学术科学写作的结合如何在伦理、质量和知识自主性方面带来机遇和挑战。
{"title":"Revisión sistemática de tendencias en la aplicación de la inteli-gencia artificial al ámbito de la escritura académica en las ciencias sociales","authors":"Francesc Martínez-Olmo, Felipe González Catalán","doi":"10.1344/der.2024.45.37-42","DOIUrl":"https://doi.org/10.1344/der.2024.45.37-42","url":null,"abstract":"\u0000El estudio de la aplicación de la inteligencia artificial (IA) en la escritura científico-académica es importante para favorecer la eficiencia en la generación de contenido académico. Además, es necesario investigar cómo la IA puede ayudar a mejorar la claridad y precisión de la comunicación científica. En este sentido, se ha llevado a cabo una revisión sistemática de la literatura (scoping review) que ha tratado el uso de la IA, específicamente ChatGPT, en relación con la escritura académica. Esto a fin de identificar los enfoques temáticos y los diseños de indagación aplicados en los trabajos publicados sobre este tema y, así, orientar futuros proyectos en esta línea de investigación. Para llevar a cabo este estudio, se procedió con la localización de artículos en Web of Science y Scopus. Los principales resultados del trabajo revelan el interés por la escritura académica y la IA en relación con sus posibles aplicaciones, herramientas específicas y la detección de plagio, así como su uso ético y responsable. Asimismo, se ha constatado una utilización de variedad de métodos de investigación. La discusión final se centra en cómo la integración de la IA en la escritura científico-académica plantea tanto oportunidades como desafíos en términos de ética, calidad y autonomía intelectual.\u0000","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141701342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.115-123
Mariela Destéfano, Anna Trifonova, Mario Barajas
This article proposes a comprehensive AI curriculum tailored for young learners aged 11 to 14, emphasizing a humanistic approach. We review other AI curricula proposals for children and young people and underline that they focus primarily on AI's technological benefits and on learning coding and logic. Our curriculum explores human cognition that is often overlooked in existing AI curriculum. Our proposal combines learning through construction, reflective discussions and project-based learning in order to approach AI from variety of angles. Implemented by CreaTIC Academy during 2023/24 school year as an out-of-school activity in a secondary (middle) school in Barcelona, Spain, this curriculum integrates technological, philosophical, cognitive, and cultural dimensions. It draws from diverse fields, including Philosophy of Mind, Cognitive Psychology and Philosophy of Children, and includes practical coding with tools like Scratch and AppInventor, as well as Machine Learning for Kids. Designed to be adaptable across various socio-economic contexts, our approach aims to promote a broader liberal education for children and help teachers implement AI activities in their classrooms.
{"title":"Teaching AI to the Next Generation: A Humanistic Approach","authors":"Mariela Destéfano, Anna Trifonova, Mario Barajas","doi":"10.1344/der.2024.45.115-123","DOIUrl":"https://doi.org/10.1344/der.2024.45.115-123","url":null,"abstract":"\u0000This article proposes a comprehensive AI curriculum tailored for young learners aged 11 to 14, emphasizing a humanistic approach. We review other AI curricula proposals for children and young people and underline that they focus primarily on AI's technological benefits and on learning coding and logic. Our curriculum explores human cognition that is often overlooked in existing AI curriculum. Our proposal combines learning through construction, reflective discussions and project-based learning in order to approach AI from variety of angles. Implemented by CreaTIC Academy during 2023/24 school year as an out-of-school activity in a secondary (middle) school in Barcelona, Spain, this curriculum integrates technological, philosophical, cognitive, and cultural dimensions. It draws from diverse fields, including Philosophy of Mind, Cognitive Psychology and Philosophy of Children, and includes practical coding with tools like Scratch and AppInventor, as well as Machine Learning for Kids. Designed to be adaptable across various socio-economic contexts, our approach aims to promote a broader liberal education for children and help teachers implement AI activities in their classrooms.\u0000","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141715846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.190-203
Peng Zhang, Gemma Tur
Although research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the enactment of student agency within e-portfolio learning co-design in secondary education, focuses on how students perceive their agency within a co-design e-portfolio learning framework, which was coined as the Co-PIRS model in previous stages of research. Among the findings, it can be argued that students report a greater awareness of agency, characterized by competence beliefs (individual domain) in the showcase phase of e-portfolios, peer learning (relational domain), and the opportunities to make choices (contextual domain) in the implementation phase. The study also reveals students' positive attitudes towards reflection, which suggests the suitability of structuring collaboration in the co-design approach. These insights serve as a foundation for implementing e-portfolio co-design frameworks to empower students’ agency and provide educators with guidance.
{"title":"An exploration of agency enactment in e-portfolio learning co-design","authors":"Peng Zhang, Gemma Tur","doi":"10.1344/der.2024.45.190-203","DOIUrl":"https://doi.org/10.1344/der.2024.45.190-203","url":null,"abstract":"Although research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the enactment of student agency within e-portfolio learning co-design in secondary education, focuses on how students perceive their agency within a co-design e-portfolio learning framework, which was coined as the Co-PIRS model in previous stages of research. Among the findings, it can be argued that students report a greater awareness of agency, characterized by competence beliefs (individual domain) in the showcase phase of e-portfolios, peer learning (relational domain), and the opportunities to make choices (contextual domain) in the implementation phase. The study also reveals students' positive attitudes towards reflection, which suggests the suitability of structuring collaboration in the co-design approach. These insights serve as a foundation for implementing e-portfolio co-design frameworks to empower students’ agency and provide educators with guidance.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141709491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.222-231
Roxana Rebolledo, Candy Veas
Once the pandemic concluded, the Foreign Languages Department of a Chilean state university hired a Canadian company to implement a pre-designed language learning system (PLLS). This platform was to be used by all teachers and students, as it contained various activities to develop all four language skills, including pronunciation practice through AI-based voice recognition. This study explores the attitudes of 17 university teachers towards using these pre-elaborated resources, activities, and assessments in their communicative English and German courses. A mixed-method approach was used, involving a survey based on the Technology Adoption Model (TAM) and individual interviews. Descriptive statistics were obtained from the survey responses, and qualitative data were analysed using content analysis techniques. The results indicate that teachers' attitudes towards the PLLS were generally neutral to negative. Instructors expressed their concerns about the system's pre-designed content and perceived functionality. Perceived ease of use and usefulness were rated low, reporting difficulties in navigation and alignment with their teaching styles. Perceived enjoyment received the lowest rating, mentioning issues such as disconnected content and lack of progressive structure. Qualitative data revealed technical problems, increased workload, and concerns about the system's impact on student motivation and learning outcomes. While some positive aspects were noted, the overall attitude towards the PLLS was predominantly negative, highlighting the need for better alignment with pedagogical goals and improved implementation strategies.
{"title":"Foreign Language Teacher's Attitudes Towards a Pre-designed Language Learning System","authors":"Roxana Rebolledo, Candy Veas","doi":"10.1344/der.2024.45.222-231","DOIUrl":"https://doi.org/10.1344/der.2024.45.222-231","url":null,"abstract":"\u0000Once the pandemic concluded, the Foreign Languages Department of a Chilean state university hired a Canadian company to implement a pre-designed language learning system (PLLS). This platform was to be used by all teachers and students, as it contained various activities to develop all four language skills, including pronunciation practice through AI-based voice recognition. This study explores the attitudes of 17 university teachers towards using these pre-elaborated resources, activities, and assessments in their communicative English and German courses. A mixed-method approach was used, involving a survey based on the Technology Adoption Model (TAM) and individual interviews. Descriptive statistics were obtained from the survey responses, and qualitative data were analysed using content analysis techniques.\u0000\u0000\u0000The results indicate that teachers' attitudes towards the PLLS were generally neutral to negative. Instructors expressed their concerns about the system's pre-designed content and perceived functionality. Perceived ease of use and usefulness were rated low, reporting difficulties in navigation and alignment with their teaching styles. Perceived enjoyment received the lowest rating, mentioning issues such as disconnected content and lack of progressive structure. Qualitative data revealed technical problems, increased workload, and concerns about the system's impact on student motivation and learning outcomes. While some positive aspects were noted, the overall attitude towards the PLLS was predominantly negative, highlighting the need for better alignment with pedagogical goals and improved implementation strategies.\u0000","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141710666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.151-157
Anabela Brandão, L. Pedro, Nelson Zagalo
Artificial Intelligence (AI) has been part of every citizen's life for several years. Still, the emergence of generative AI (GenAI), accessible to all, has raised discussions about the ethical issues they raise, particularly in education. GenAI tools generate content according to user requests, but are students using these tools ethically and safely? Can teachers guide students in this use and use these tools in their teaching activities? This paper argues that teacher professional development (TPD) is an essential key trigger in adopting these emerging technologies. The paper will present an integrative literature review that discusses the components of TPD that may empower teachers to guide their students towards the ethical and safe use of GenAI. According to the literature review, one key component of TPD should be AI literacy, which involves understanding AI, its capabilities and limitations, and its potential benefits and drawbacks in education. Another essential component is hands-on activities that engage teachers, their peers, and students in actively using these tools during the training process. The paper will discuss the advantages of working with GenAI tools and designing lesson plans to implement them critically in the classroom.
{"title":"Teacher professional development for a future with generative artificial intelligence – an integrative literature review","authors":"Anabela Brandão, L. Pedro, Nelson Zagalo","doi":"10.1344/der.2024.45.151-157","DOIUrl":"https://doi.org/10.1344/der.2024.45.151-157","url":null,"abstract":"Artificial Intelligence (AI) has been part of every citizen's life for several years. Still, the emergence of generative AI (GenAI), accessible to all, has raised discussions about the ethical issues they raise, particularly in education. GenAI tools generate content according to user requests, but are students using these tools ethically and safely? Can teachers guide students in this use and use these tools in their teaching activities? This paper argues that teacher professional development (TPD) is an essential key trigger in adopting these emerging technologies. The paper will present an integrative literature review that discusses the components of TPD that may empower teachers to guide their students towards the ethical and safe use of GenAI. According to the literature review, one key component of TPD should be AI literacy, which involves understanding AI, its capabilities and limitations, and its potential benefits and drawbacks in education. Another essential component is hands-on activities that engage teachers, their peers, and students in actively using these tools during the training process. The paper will discuss the advantages of working with GenAI tools and designing lesson plans to implement them critically in the classroom.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141715302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1344/der.2024.45.84-90
Andrés Torres Carceller
After years of development in the background, Artificial Intelligence (AI) has burst onto the global stage thanks to open tools for generating textual, visual, auditory, and audiovisual content. In this emerging context, AI is not only emerging as a technological phenomenon but also as a catalyst for innovation in the artistic and educational fields. Although we are only at the dawn, AI is rapidly evolving and leading us towards a revolution, opening a new field of possibilities in creative domains that will transform current aesthetic, procedural, and authorial conceptions. Its potential as a creative tool is currently limited to being a support that facilitates obtaining results of great formal quality and style quickly, but without human intervention based on clear objectives, it becomes an empty generator. Artistic Education must embrace this technology not as an intruder or rival, but as a tool to be known and integrated as another means of creation, developing skills that allow students not only to use these tools effectively but also to reflect on their implications in society and culture. Promoting a conscious, responsible, safe, and ethical use that ensures a critical stance towards generative AI. Understand that it is not a creative tool. It is for creators.
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