Artificial Intelligence as a teaching resource: uses and possibilities for teachers
Abstract
The growth in generative artificial intelligence tools has prompted a wide-ranging debate on the implications and consequences of using artificial intelligence in education, which requires a deep reflection on their use to ensure that they are incorporated appropriately. This article therefore addresses the use of Artificial Intelligence by teachers, both in professional tasks and in activities to integrate it into the classroom. Teachers who have used Artificial Intelligence in education were given a questionnaire, and the comments of teachers who have integrated these tools in education in various activities were analysed. The data analysis shows that generative and conversational tools in Artificial Intelligence are the most used, both for lesson preparation and to integrate these tools in the classroom with students. It was also found that there is a concern for adequate training, and a worry about the possible spread of plagiarism problems was perceived. In general, Artificial Intelligence is considered to be a tool that can improve teaching and learning in the classroom. The qualitative analysis has made it possible to generate a classification of educational activities that integrate Artificial Intelligence in education.
Keywords
artificial intelligence, generative artificial intelligence, education, teaching, learning, teaching professionReferences
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