Bibliografía sobre IA y ELE

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Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y educación

Resumen:

The proliferation of AI in many aspects of human life—from personal leisure, to collaborative professional work, to global policy decisions—poses a sharp question about how to prepare people for an interconnected, fast-changing world which is increasingly becoming saturated with technological devices and agentic machines. What kinds of capabilities do people need in a world infused with AI? How can we conceptualise these capabilities? How can we help learners develop them? How can we empirically study and assess their development? With this paper, we open the discussion by adopting a dialogical knowledge-making approach. Our team of 11 co-authors participated in an orchestrated written...

The role of learners’ competencies in artificial intelligence education

Ismaila Temitayo Sanusi, Sunday Adewale Olaleye, Friday Joseph Agbo (2022)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

As society deals with the advances and disruptions owing to artificial intelligence, children must understand how it works. Especially that children grow up with these technologies will help them develop into informed citizens and better understand the world around them. While artificial intelligence education has been considered relevant, there is a growing global trend to teach artificial intelligence across K-12 levels. This development has necessitated designing and implementing artificial intelligence curriculum and related resources in schools. Notwithstanding that the developed curriculum may be adopted in another context, unique needs exist that suggest contextual and cultural...

Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong Kong

Eric Chi Keung Cheng, Tianchong Wang (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Artificial Intelligence (AI) has rapidly emerged as a transformative force across diverse sectors worldwide, with policy initiatives signalling its rising prominence. In the realm of education, AI holds promise for revolutionising learning and teaching. However, the incorporation of AI in basic education faces significant challenges for many schools, particularly when explicit curriculum guidelines are absent, and teachers have limited exposure to AI technologies. This study delves into the importance of integrating Artificial Intelligence in Education (AIED), particularly in primary and secondary school settings, with a specific emphasis on the obstacles and facilitators. The research...

Analyzing K-12 AI education: A large language model study of classroom instruction on learning theories, pedagogy, tools, and AI literacy

Di Wu, Meng Chen, Xu Chen (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y educación modelos de lenguaje (LLM) estudio empírico

Resumen:

There is growing recognition among researchers and stakeholders about the significant impact of artificial intelligence (AI) technology on classroom instruction. As a crucial element in developing AI literacy, AI education in K-12 schools is increasingly gaining attention. However, most existing research on K-12 AI education relies on experiential methodologies and suffers from a lack of quantitative analysis based on extensive classroom data, hindering a comprehensive depiction of AI education's current state at these educational levels. To address this gap, this article employs the advanced semantic understanding capabilities of large language models (LLMs) to create an intelligent...

A framework for inclusive AI learning design for diverse learners

Yukyeong Song, Lauren R. Weisberg, Shan Zhang (2024)

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Tipo: artículo

Metodología: trabajo teórico

Temas:
IA y educación

Resumen:

As artificial intelligence (AI) becomes more prominent in children's lives, an increasing number of researchers and practitioners have underscored the importance of integrating AI as learning content in K-12. Despite the recent efforts in developing AI curricula and guiding frameworks in AI education, the educational opportunities often do not provide equally engaging and inclusive learning experiences for all learners. To promote equality and equity in society and increase competitiveness in the AI workforce, it is essential to broaden participation in AI education. However, a framework that guides teachers and learning designers in designing inclusive learning opportunities tailored for...

Teachers’ generative AI self-efficacy, valuing, and integration at work: Examining job resources and demands

Rebecca J. Collie, Andrew J. Martin, Dragan Gašević (2024)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Generative AI (genAI) tools have involved rapid and broad uptake since their wide release in late 2022, including among teachers. We investigated several factors that play a role in teachers’ motivation and engagement to harness genAI in teaching and learning. We examined contextual factors (in-school support to apply genAI, time pressure, disruptive student behavior) as predictors of motivation (genAI self-efficacy and genAI valuing) and, in turn, engagement (i.e., genAI integration in teaching-related work and student learning activities) over the course of one school term. Among 368 Australian primary and secondary school teachers, our findings revealed that genAI support was associated...

Towards human-AI collaboration in the competency-based curriculum development process: The case of industrial engineering and management education

Antonio Padovano, Martina Cardamone (2024)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

In the endeavor to advance industrial engineering and management (IEM) education, this research underscores the imperative of supporting a dynamic and responsive adaptation of a competency-based curriculum (CBC) to meet the demands of an ever-evolving industrial landscape and job market. Our study contributes to competency-based education (CBE) by demonstrating how Artificial Intelligence (AI) can inform the definition of a CBC in the IEM field, thus initiating the pioneering steps towards a collaborative human-AI approach in CBC design. Through a stepwise methodology based on semantic analysis, text mining, natural language processing (NLP) models, informetrics approaches, and clustering...

Can large language models meet the challenge of generating school-level questions?

Subhankar Maity, Aniket Deroy, Sudeshna Sarkar (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y creación de materiales modelos de lenguaje (LLM) prompts IA y evaluación

Resumen:

In the realm of education, crafting appropriate questions for examinations is a meticulous and time-consuming task that is crucial for assessing students' understanding of the subject matter. This paper explores the potential of leveraging large language models (LLMs) to automate question generation in the educational domain. Specifically, we focus on generating educational questions from contexts extracted from school-level textbooks. Our study aims to prompt LLMs such as GPT-4 Turbo, GPT-3.5 Turbo, Llama-2-70B, Llama-3.1-405B, and Gemini Pro to generate a complete set of questions for each context, potentially streamlining the question generation process for educators. We performed a...

Empowering preservice teachers’ AI literacy: Current understanding, influential factors, and strategies for improvement

Bo Pei, Jie Lu, Xilong Jing (2025)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Artificial Intelligence (AI) holds significant potential in transforming future educational practices by enhancing teaching and learning. However, its full realization heavily depends on teachers' AI literacy, which significantly influences their engagement levels with AI technologies and their abilities to adopt AI technologies effectively in similar settings. In this study, we conduct a holistic analysis examining pre-service teachers' AI literacy for providing insights about current understanding of AI technologies, perceptions of the applications of AI in education, ethical issues and strategies for effectively enhancing AI literacy. Guided by Bloom's Taxonomy, a comprehensive, layered...

Exploring the “what” and “how” of opportunities and challenges of AI in EFL teacher education

Sina Omidvar, Hussein Meihami (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas:
IA y enseñanza-aprendizaje de lenguas estudio empírico

Resumen:

Artificial Intelligence (AI) has significantly impacted second language education, including English as a foreign language (EFL) teaching and learning. Although various studies have been conducted to examine the opportunities and challenges of AI in EFL teaching and learning, comparable work on the opportunities and challenges of AI in EFL teacher education is limited. This study aimed to explore the “what” and “how” of opportunities and challenges of AI in EFL teacher education. To that end, we used descriptive narrative design in which we collected autobiographical narratives and conducted semi-structured interviews with 35 EFL teachers, four EFL teacher educators, and four computer...