Aplicación de la Inteligencia Artificial (IA) en EducaciónLos beneficios y limitaciones de la IA percibidos por el profesorado de educación primaria, educación secundaria y educación superior.

  1. Delgado, Nahia 1
  2. Campo Carrasco, Lucía 1
  3. Sainz de la Maza, Martín 1
  4. Etxabe-Urbieta, José María 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
Revista electrónica interuniversitaria de formación del profesorado: REIFOP

ISSN: 1575-0965

Año de publicación: 2024

Título del ejemplar: Políticas educativas y desarrollo profesional docente para la equidad educativa: controversias, obstáculos y desafíos

Volumen: 27

Número: 1

Páginas: 207-224

Tipo: Artículo

DOI: 10.6018/REIFOP.577211 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista electrónica interuniversitaria de formación del profesorado: REIFOP

Objetivos de desarrollo sostenible

Resumen

The aim of this research has been to identify the main benefits and limitations that primary education, secondary education, and higher education teachers perceive regarding the use of artificial intelligence in education. To achieve this, a total of 276 opinions were collected from teachers currently working in educational institutions, who were asked about the benefits and limitations they considered in integrating artificial intelligence in classrooms. The results indicate that, overall, teachers perceive more limitations than benefits in the use of artificial intelligence. Among the most prominent benefits are the facilitation of tasks and access to resources. As for the major perceived limitations, they include inappropriate use and lack of critical review of the results. A correspondence analysis revealed a significant association between certain benefits and limitations based on the educational stage in which the teachers work. Finally, these results reveal a distinct perception among teachers at different stages, which implies a need for differentiated teacher training in the use of artificial intelligence according to the specific requirements of each educational stage.

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Fuente de los datos: Dialnet