Educational innovation with artificial intelligence and augmented reality

Karina Alejandra Rissone and Vittar Mariana Arruabarrena

EthAIca: Journal of Ethics, AI and Critical Analysis, 2024, vol. 3, 107

Abstract: The study analysed the importance of educational innovation through the incorporation of technologies such as artificial intelligence (AI) and augmented reality at primary level. The proposal focused on the Maryland Educational Unit in the province of Córdoba, where a need was identified to update teaching practices in line with current technological challenges. A training project was proposed for teachers to integrate these tools into the 2024 school year. Development: The educational intervention included a three-stage plan: awareness, training and evaluation. It was based on National Education Law No. 26,206, which considers education a national priority, and on theoretical frameworks such as those of Freire and UNESCO on digital literacy. The project introduced the use of Chat GPT as a teaching assistant, capable of personalising learning, and augmented reality, which facilitated immersive, motivating and contextualised experiences. These tools made it possible to represent complex concepts and develop skills such as creativity, critical thinking and collaboration. Conclusion: The implementation of the project sought to transform the pedagogical culture and strengthen the role of teachers as facilitators. It was concluded that training in AI and augmented reality is a key strategy for reducing the digital divide and improving educational quality. The experience reaffirmed that technology, used ethically, enhances learning and prepares students for the challenges of the 21st century.

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:dbk:ethaic:v:3:y:2024:i::p:107:id:107

DOI: 10.56294/ai2024107

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