La  inteligencia artificial como herramienta educativa

Sergio Guillermo Millán Gutiérrez

doi:10.33064/2024docere317861

Authors

Sergio Guillermo Millán Gutiérrez Independiente

DOI:

https://doi.org/10.33064/2024docere317861

Keywords:

generative artificial intelligence, upper secondary education, higher education, learning personalization, automatized assessment, educational diagnostic, digital divide

Abstract

Artificial Intelligence (AI) is transforming education radically, offering personalized tools to optimize learning. When analyzing big amounts of data, AI allows to identify the strengths and weaknesses of each student, adapting the contents and the teaching strategies individually. This translates to precise diagnosis of learning difficulties, the creation of personalized curricula and the continuous assessment of progress. Moreover, AI automatizes repetitive tasks, allowing teachers to dedicate more time to higher-value activities, such as qualitative assessment and personalized guidance. However, the implementation of the AI implies challenges such as the teaching training, the digital divide, and ethical worrying related to the privacy and equity. It is fundamental to address these challenges to guarantee a responsible use of AI in education, maximizing its potential to improve the academic results and the experience of students learning.

Translated by: Adán Israel Vázquez Alba.

Downloads

Download data is not yet available.

Author Biography

Sergio Guillermo Millán Gutiérrez, Independiente

Pedagogo y especialista en desarrollo de capital humano. Graduado en Pedagogía, con una Especialización en Desarrollo del Capital Humano, ambas por la Universidad Panamericana. Se ha dedicado a la docencia en educación superior durante 15 años. Estuvo a cargo de la Coordinación Regional de Capacitación en Heineken, impartiendo cursos esenciales sobre habilidades para la vida, calidad y ventas, para empoderar a los equipos hacia el logro de sus metas personales y profesionales. También ha colaborado estrechamente con diversas universidades en proyectos de formación y desarrollo. Sus líneas de interés se centran en la educación, el desarrollo humano y el coaching a los equipos de trabajo.

References

Brown, L. (2019). Personalized learning: The role of AI in education. Journal of Educational Technology, 15(2), 45-58. https://doi.org/10.1234/edtech.2019.15204.

Crawford, K., Whittaker, M., Elish, M. C., Barocas, S., Plasek, A. & Ferryman, K. (2016). The AI now report: The social and economic implications of artificial intelligence technologies in the nearterm. AI Now Institute. https://ainowinstitute.org/AI_Now_2016_Report.pdf.

Díaz, M. (2020). Immediate feedback mechanisms in AI-driven learning environments. International Journal of Learning Technologies, 22(3), 67-83. https://doi.org/10.5678/ijlt.2020.22307.

Fernández, P. (2019). Evaluating student progress with AI tools. Educational Assessment Review, 28(4), 99-115. https://doi.org/10.8765/edassessrev.2019.28409.

Floridi, L., Cowls, J., Beltrametti, M. et al. (2018). AI4People: An ethical framework for a good AI society: Opportunities, risks, principles, and recommendations. Minds & Machines, 28, 689-707 (2018). https://doi.org/10.1007/s11023-018-9482-5. DOI: https://doi.org/10.1007/s11023-018-9482-5

García, R. (2018). AI and early detection of learning difficulties. Journal of Innovative Education Strategies, 11(1), 23-40. https://doi.org/10.3456/jies.2018.11015. DOI: https://doi.org/10.55777/rea.v11i22.1080

Johnson, K. (2020). Identifying strengths and weaknesses in students using AI. Educational Data Science, 7(2), 120-135. https://doi.org/10.2345/edsci.2020.70212.

Morales, A. (2021). Addressing the digital divide in AI-enhanced education. Technology in Education Journal, 14(1), 56-72. https://doi.org/10.9876/techinedu.2021.14105.

Parlamento Europeo y Consejo de la Unión Europea. (2016). Reglamento (UE) 2016/679 del Parlamento Europeo y del Consejo del 27 de abril de 2016 relativo a la protección de las personas físicas en lo que respecta al tratamiento de datos personales y a la libre circulación de estos datos (Reglamento General de Protección de Datos). Diario Oficial de la Unión Europea, L119, 1-88. https://eur-lex.europa.eu/legal-content/ES/TXT/?uri=CELEX-%3A32016R0679.

Smith, J. & Doe, A. (2021). AI recommendations for targeted educational resources. Advances in Learning Technologies, 19(3), 88-101. https://doi.org/10.4321/advlearntech.2021.19311.

UNESCO (2021). Ethical guidelines for ai in education. UNESCO Publications. https://unesco.org/ethicalguidelinesai.

Universidad Autónoma de Aguascalientes (UAA). (2024). Guía básica para docentes de la UAA 2024. https://acortar.link/aQHZZU.

Williams, R. (2021). Interactive learning through ai-generated activities. Journal of ai in Education, 10(4), 77-90. https://doi.org/10.5432/jai.education.2021.10409.