Educational Intervention with Artificial Intelligence at the Maryland Educational Unit

Karina Alejandra Rissone and Mariana Arruabarrena Vittar

EthAIca: Journal of Ethics, AI and Critical Analysis, 2024, vol. 3, 131

Abstract: The paper presented a pedagogical intervention plan focused on technological innovation through the implementation of artificial intelligence (AI) at the Maryland Educational Unit. The proposal was based on the guidelines of National Education Law No. 26,206 and UNESCO's approaches, which highlighted the importance of ensuring inclusive, equitable, and quality education adapted to the challenges of the digital age. It analysed how AI, through tools such as Chat GPT, chatbots and augmented reality, offered new possibilities for personalising learning, improving teacher time management and enriching curriculum content. Teacher training was promoted as an essential axis for effectively integrating these technologies and generating real change in school practices. Digital literacy was understood as a key competence for both students and educators in a context of constant technological transformation. The research included previous experiences, such as the study by the University of Pent Flacso, which demonstrated how the use of AI enhanced 21st-century skills such as critical thinking, creativity and collaboration. It was concluded that educational change did not depend exclusively on technological tools, but on a critical and conscious reinterpretation of teaching practice. The project highlighted that AI strengthened the role of teachers as mediators and facilitators, promoting transformative education in line with the demands of a globalised world.

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:dbk:ethaic:v:3:y:2024:i::p:131:id:131

DOI: 10.56294/ai2024131

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