Education and Artificial Intelligence
Reflections on meaningful learning and teacher training
DOI:
https://doi.org/10.12957/riae.2024.86163Abstract
Through a narrative literature review, this paper argues that, despite any resistances, generative AIs constitute a technology with the potential to transform both the practice and the very conceptualization of education. It also suggests that its rapid assimilation can outpace the reflective capacity of academia. While previous studies suggested that the introduction of this type of AI should redirect the teaching role towards stimulating complex questions that favor exaptation, this study argues that, in order for this to happen, and for learning to be truly meaningful, educators must undergo teacher training/education processes that allow for a functional understanding of these AIs, particularly epistemological issues, their limitations, and broad ethical implications.
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Copyright (c) 2024 Guilherme Augusto Caruso Profeta, Fernando Silveira Melo Plentz Miranda, Roger dos Santos

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