Artificial Intelligences in Education
Think beyond Use
DOI:
https://doi.org/10.6093/2284-0184/10755Keywords:
Artificial intelligence (AI); Digital education; Epistemology of DigitalAbstract
The purpose of this paper is to examine the epistemological perspectives that relate to the development of Artificial Intelligence (AI) and its impact on education. The initial analysis focuses on the technological context and social perception of these trends, emphasizing the need to comprehend the underlying processes of any technological development. AI analysis emphasizes the complexity of divergent systems, urging the need to overcome the idea of technological uniformity. An important reflection comes from the philosophy of Jaques Ellul, who delineates technology not only as a machine, but as a process that embraces ideas, concepts, and interests. The critical approach to the use of AI in education is guided by this perspective, which challenges the idea of predefined tools and encourages informed and personalized adoption. We explore the challenges and directions of applying AI to education, emphasizing the importance of strong digital literacy. Finally, the training needed to manage new technologies is addressed, focusing on skills related to Big Data, programming, and machine learning, and emphasizing the impending transformation of education through the integration of these technologies. Reflecting on the complexity of digital technology, the conclusion advocates for an in-depth understanding rather than superficial judgments.
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