Necesidades y perspectivas de la integración de la inteligencia artificial generativa en el contexto educativo español

Autores/as

DOI:

https://doi.org/10.17345/ute.2024.3803

Palabras clave:

ChatGPT, Delphi, educación, expertos, perspectivas

Resumen

Este trabajo aborda la metodología Delphi mediante un panel de expertos para la detección de necesidades y perspectivas sobre la integración de herramientas de inteligencia artificial generativa. Los resultados obtenidos tras la última ronda indican un alto acuerdo entre los diferentes evaluadores (W de Kendalll =,751). Las principales preocupaciones y necesidades detectadas son: la necesidad de replantear los métodos de enseñanza-aprendizaje y evaluación, la necesidad de obtener recursos formativos debido a su escasez, así como la preocupación por el fraude y la necesidad de formación del profesorado. Al mismo tiempo, se pasó el mismo cuestionario a profesores y profesores en formación, mostrando percepciones diferentes a las de los expertos.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Fabio Saz-Pérez, Balearic Islands University - Universitat de les Illes Balears, Palma, Spain PhD. Candidate in Educational Technology

Degree in Biology and Biochemistry, with two Masters in Neurosciences and Teacher Training. With more than 10 years of teaching experience in secondary education, covering various scientific subjects, and 6 years of ICT coordination. Currently, he is a government worker for the Conselleria d'Educació de les Illes Balears. In the academic-research field, he is a PhD student in Educational Technology and has participated in projects for the introduction of new technologies in the classroom, as well as in congresses on ICT and science didactics. He is also a speaker in trainings related to neuroeducation.

Bartolomé Pizà-Mir, Balearic Islands University - Universitat de les Illes Balears, Palma, Spain

Degree and PhD in Science, also PhD in Education Sciences from the University of the Balearic Islands. With more than 10 years of teaching experience in compulsory and post-compulsory stages. In the field of research, he is the author of several publications (articles and book chapters) on evaluation, curriculum design and specific didactics of science and mathematics. He has been a speaker at several conferences related to these topics. Currently, he is also a university professor in the areas mentioned above and a teaching career official in the specialty of mathematics.

Citas

Akins, R. B., Tolson, H., & Cole, B. R. (2005). Stability of response characteristics of a Delphi panel: application of bootstrap data expansion. BMC Medical Research Methodology, 5(37). Recuperado de http://goo.gl/nihfGc

Arce, D. D. (2023). Inteligencia artificial vs. Turnitin: Implicaciones para el plagio académico. Revista Cognosis, 8(1), 15-26.

Atiaja Atiaja, L. N., & García Martínez, A. (2020). Los MOOC: Una alternativa para la formación continua. Revista Scientific, 5(18), 120-136. https://doi.org/10.29394/Scientific.issn.2542-2987.2020.5.18.6.120-136

Bahroun, Z., Anane, C., Ahmed, V., & Zacca, A. (2023). Transforming Education: A Comprehensive Review of Generative Artificial Intelligence in Educational Settings through Bibliometric and Content Analysis. Sustainability, 15(17), 12983. https://doi.org/10.3390/su151712983

Baltazar, C. (2023). Herramientas de IA aplicables a la Educación. Technology Rain Journal, 2(2), 15-15.

Bowman, E. (2022, December 19th). A new AI chatbot might do your homework for you. But it's still not an A+ student. NPR. http://bit.ly/3QL6z8A

Cabero, J., & Barroso, J. (2016). ICT teacher training: a view of the TPACK model / Formación del profesorado en TIC: una visión del modelo TPACK. Cultura y Educación, 28(3), 633-663. https://doi.org/10.1080/11356405.2016.1203526

Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73. https://acortar.link/NvLDrb

Córica, J. L. (2020). Resistencia docente al cambio: Caracterización y estrategias para un problema no resuelto. RIED. Revista Iberoamericana de Educación a Distancia, 23(2), 255-272.

Cózar, R., Zagalaz, J., & Sáez, J. M. (2015). Creating digital curricular contents of Social Sciences for Primary Education. A TPACK experience for future teachers. Educatio Siglo XXI, 33(3), 147-167. https://doi.org/10.6018/j/240921

Crawford, J., Cowling, M., & Allen, K.-A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching and Learning Practice, 20(3). https://doi.org/10.53761/1.20.3.02

Day, T. (2023). A Preliminary Investigation of Fake Peer-Reviewed Citations and References Generated by ChatGPT. The Professional Geographer, 1-4. https://doi.org/10.1080/00330124.2023.2190373

De Benito, B., Lizana, A., & Salinas, J. (2017). Using concept mapping for faculty development in the context of pedagogic frailty. Knowledge Management & E-Learning, 9(3), 329–347. https://doi.org/10.34105/j.kmel.2017.09.020

Delbecq, A. L., Van de Ven, A. H., & Gustafson, D. H. (1975). Group techniques for program planning. Glenview, IL: Scott-Foresman and Co.

Duan, Y., Edwards, J. S., & Dwivedi, Y. K. (2019). Artificial intelligence for decision making in the era of Big Data–evolution, challenges and research agenda. International journal of information management, 48, 63-71. https://doi.org/10.1016/j.ijinfomgt.2019.01.021

Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., ... & Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642

Espinosa, W. E. C., Bravo, V. B., Romero, M. E. Y., & Balarezo, C. E. B. (2023). Aplicaciones de la Inteligencia Artificial en la Preservación de la Originalidad y la Integridad Académica en estudiantes Universitarios. Journal of Science and Research, 7(2), 179-200.

Fernández-Díaz, E., & Calvo, A. (2012). In-service teacher education in the innovatory use of ICT. An action research in Pre-school and Primary Education. Profesorado. Revista de Currículum y Formación del Profesorado, 16(2), 403-418. https://acortar.link/x0R1kq

Gachago, D., Bali, M., & Pallitt, N. (2023). Equity-Oriented Learning Design: An Entangled Future. Postdigital Science and Education. https://doi.org/10.1007/s42438-023-00420-w

García-Peñalvo, F. J. (2023). La percepción de la Inteligencia Artificial en contextos educativos tras el lanzamiento de ChatGPT: disrupción o pánico. Education in the Knowledge Society (EKS), 24, e31279. https://doi.org/10.14201/eks.31279

Han, H. (2023). Potential benefits of employing large language models in research in moral education and development. Journal of Moral Education, 1-16. https://doi.org/10.1080/03057240.2023.2250570

Herman, D. (2022, December 9th). The End of High-School English. The Atlantis. http://bit.ly/3Xhmle1

Kamalov, F., Calonge, D. S., & Gurrib, I. (2023). New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution. Sustainability, 15(16), 12451. https://doi.org/10.3390/su151612451

Kendall, M. G., & Smith, B. B. (1939). The problem of m rankings. The annals of mathematical statistics, 10(3), 275-287.

Landeta, J. (1999). El método Delphi: una técnica de previsión para la incertidumbre. Airel.

Landeta, J. (2006). Current validity of the Delphi method in social sciences. Technological Forecasting and Social Change, 73(5), 467-482.

Legendre, P. (2005). Species associations: the Kendall coefficient of concordance revisited. Journal of agricultural, biological, and environmental statistics, 10(2), 226-245.

Llorens-Largo, F., & ChatGPT. (2022, 22 de diciembre). Cavilaciones invernales. Universidad. http://bit.ly/3XGk0Jn

López Gómez, E. (2018). El método Delphi en la investigación actual en educación: una revisión teórica y metodológica. Educación XX1: revista de la Facultad de Educación, 17-40. https://doi.org/10.5944/educxx1.20169

Marcelo, C., Yot, C., & Mayor, C. (2015). Enseñar con tecnologías digitales en la Universidad. Comunicar, 45, 117-124. https://doi.org/10.3916/C45-2015-12

Marche, S. (2022, December 6th). The College Essay Is Dead. Nobody is prepared for how AI will transform academia. The Atlantis. http://bit.ly/3iEoPEd

Meckler, L., & Verma, P. (2022). Teachers are on alert for inevitable cheating after the release of ChatGPT. The Washington Post. Available at: https://www.washingtonpost.com/education/2022/12/28/chatbot-cheating-ai-chatbotgpt-teachers

Mercader, C. (2019). Las resistencias del profesorado universitario a la utilización de las tecnologías digitales. Aula Abierta, 48(2), 167–174. https://doi.org/10.17811/rifie.48.2.2019.167-174

Mercader, C., & AIdín, J. (2020). University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline. International Journal of Educational Technology in higher Education, 17(4), 1-14. https://doi.org/10.1186/s41239-020-0182-x

Mills, A., Bali, M., & Eaton, L. (2023). How do we respond to generative AI in education? Open educational practices give us a framework for an ongoing process. Journal of Applied Learning & Teaching, 6(1), 16-30. https://doi.org/10.37074/jalt.2023.6.1.34

Pizà-Mir, B., Moreno-Vecino, B., & Monserrat-Monserrat, M.-V. (2023). Interest of non-university teachers in educational research projects. REIRE Revista d’Innovació i Recerca En Educació, 16(2), 1–13. https://doi.org/10.1344/reire.42438

Rebollo-Catalán, A., & Vico-Bosch, A. (2014). El apoyo social percibido como factor de inclusión digital de las mujeres de entorno rural en las redes sociales virtuales. Comunicar, 43(22), 173-180. https://doi.org/10.3916/C432014-17

Ropek, L. (2023, January 4th). New York City Schools Ban ChatGPT to Head Off a Cheating Epidemic. Gizmodo. http://bit.ly/3kp8Ha9

Saz-Pérez, F., & Pizà-Mir, B. (2024a). Desafiando el estado del arte en el uso de ChatGPT en educación en el año 2023. REIRE Revista d’Innovació i Recerca en Educació, 17(1), 1-13. https://doi.org/10.1344/reire.44018

Saz-Pérez, F., & Pizà-Mir, B. (2024b, February 2). Estudio exploratorio sobre usos y adaptaciones de las tareas escolares ante la irrupción de software de inteligencia artificial generativa. https://doi.org/10.31235/osf.io/hmw69

Siegel, S. (1956). Nonparametric statistics for the behavioral sciences (No. 519.5 S54).

Siegle, D. (2023). A Role for ChatGPT and AI in Gifted Education. Gifted Child Today, 46(3), 211-219. https://doi.org/10.1177/10762175231168443

Sola, T., Nniya, M., Moreno, A., & Romero, J. J. (2017). Valoración del profesorado de educación secundaria de la ciudad de Tetuán sobre la formación en TIC desarrollada desde el Ministerio de Educación nacional. Píxel-bit. Revista de Medios y Educación, (50), 49-63. https://doi.org/10.12795/pixelbit.2017.i50.03

Stokel-Walker, C. (2022, December 9th). AI bot ChatGPT writes smart essays — should professors worry? Nature. https://doi.org/10.1038/d41586-022-04397-7

Su, J., & Yang, W. (2023). Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education. ECNU Review of Education, 6(3), 355-366. https://doi.org/10.1177/20965311231168423

Suárez, J., Almerich, G., Gargallo, B., & Aliaga, F. (2013). Las competencias del profesorado en TIC: estructura básica. Educación XX1, 16(1), 39-62. https://doi.org/10.5944/educxx1.16.1.716

The Jamovi project (2022). Jamovi. (Version 2.3) [Computer Software]. Retrieved from https://www.jamovi.org

Torres-díaz, J. C. & Infante-Moro, A. (2011). Digital divide in universities: Internet use in Ecuadorian universities. Comunicar, 19(37), 81-88. https://doi.org/10.3916/C37-2011-02-08

Valdivieso, T., & González, M. A. (2016). Competencia digital docente: ¿dónde estamos? Perfil del docente de educación primaria y secundaria. El caso de Ecuador. Píxel-Bit. Revista de Medios y Educación, (49), 57-73. https://doi.org/10.12795/pixelbit.2016.i49.04

Publicado

13-05-2024

Cómo citar

Saz-Pérez, F., & Pizà-Mir, B. (2024). Necesidades y perspectivas de la integración de la inteligencia artificial generativa en el contexto educativo español. UTE Teaching & Technology (Universitas Tarraconensis), (2), e3803. https://doi.org/10.17345/ute.2024.3803