Abstract
Since the Open Inteligence Artificial (AI) ChatGPT was published at the end of November 2022 (Bisi et al., 2023), a number of questions and concerns have fuelled discussions and reflections on its use by learners. In a context where the pedagogical models of teaching and assessment have not changed, the inclusion of automated tasks and new interpretation operators and proof procedures (Ganascia, 2022) poses a problem for the assessment of skills and the accuracy of the results produced by AI . Our reflections focus, on the one hand, on how teachers, students and parents view the use of AI for teaching practice and the production of academic work and, on the other hand, on the ethical issues and development prospects for education. If the use of AI in education is inevitable, to what extent can it be a tool to help education? The qualitative study based on the literature review and a survey of teachers, students or learners and some parents was inspired by an epistemological approach to first identify perceptions of the use of AI in education, then to establish links with the use or non-use of AI in the production of academic work and finally to examine its implications in education. It emerges that the challenges require a gradual adaptation of teaching pedagogical models and student performance assessment methods to the rapid evolution of digital technology. Similarly, existing educational theories need to be reassessed and innovative AI-supported learning strategies regulated by ethical standards need to be proposed.
Presenters
Coulibaly Nonlourou Marie PauleCEO - Professional trainer, T, FACE DEVELOPMENT Consulting, France
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
RESISTANCES, ACCEPTATION, UTILITY OF IA, TRAINING, EDUCATION, ETHIC
