2023-12-07 03:33:00
Carina Lion*
We can experiment with uses, create images and texts, develop instructions (prompts) that promote critical thinking.
Digital scenarios and trends continually challenge our teaching practices and ways of conceiving learning. Artificial Intelligence has generated debate in the academic community; many times; In reductionist terms: ally or enemy? Help or obstacle? inclusive or expulsive? Will it replace teachers or enhance their work?
These questions have appeared every time some cultural object or development emerges that becomes a technology of social definition. We suggest transforming the questions into others, such as can a means of transportation be driven without a driver through artificial intelligence algorithms? What decisions do you make to prevent traffic accidents? Can a self-paced teaching course make decisions regarding student learning? Does data analytics generated by AI tools add to the construction of relevant competencies and the design of individualized educational trajectories?
Leaving an instrumental and binary perspective that understands AI developments exclusively in terms of didactic uses becomes a pedagogical imperative. Understanding it in its ethical, political, strategic, cultural, communicational, didactic and cognitive nuances is part of the contemporary path. that we have to go through as educators and as a society.
One of the challenges implies, therefore, recognizing that what is at stake is the meaning of teaching and the skills necessary for the professional insertion of our young people: decision making, creativity, teamwork and collaboration, autonomy, self-efficacy, resilience and diversity inclusion. Our curricula continue to be sheets of content, increasingly extensive and without hierarchies of meaning for our students. We are mirroring the way Internet information is distributed: fragmented, oversimplified and horizontal (without epistemological hierarchies).
It is regarding understanding that any reduction from teaching to explanation, from learning to performance, from evaluation to accreditation, from technologies to tools (in this case the tools that AI gives us for language, for data analytics, for automation of communication and image creation, among others), causes a kind of demarcation of responsibilities that does not take into account the complexity.
The meaning of teaching is at the heart of the scene because it challenges the meaning of education in contexts of uncertainty and technological acceleration. When we recreate Freire we find that his ideas of honest dialogue and listening; of a pedagogy of questioning that recovers student voices and interests; of a committed group, located that generates conditions for the permanence of students in the system and that provides hope becomes vital.
AI questions us regarding its ethical limits; It challenges us to make decisions that are not biased, neither individualistic nor algorithmic. We can experiment with uses, create images and texts, develop instructions (prompts) that promote critical thinking. However, in addition to experimenting with alternative uses of AI I invite us to design educational experiences that invite us to understand these current social and cultural tensions; to develop questions whose answers are not simple as new tools are going to be developed every time which we will have to reflect on as an educational system and as a society. I invite that, far from frightening and paralyzing us, we offer opportunities for these debates and experiments to extend to all students to understand their scope and limits, both ethical and pedagogical.
*Dr. in Education (UBA), prof. associate of Fundamentals of Educational Technology and Computer Science and Education in the Education Sciences career, developer of educational video games and member of the Advisory Board of the Conectar Igualdad Program.
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