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Advancing a critical artificial intelligence theory for schooling ; Hacia una teoría crítica de la inteligencia artificial en el ámbito de la enseñanza

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  • معلومة اضافية
    • بيانات النشر:
      Grupo de Investigación Cultura Digital y Movimientos Sociales. Cibersomosaguas
    • الموضوع:
      2021
    • Collection:
      Universidad Complutense de Madrid (UCM): Revistas Científicas Complutenses
    • نبذة مختصرة :
      Artificial intelligence (AI) has gradually been integrated into major aspects of schooling and academic learning following breakthroughs in algorithmic machine learning over the past decade. Interestingly, history shows us that as new technologies become perceived as ‘normal’ they fade into uncritical aspects of institutions. Considering that schools produce and reproduce social practices and normative behavior through both explicit and implicit codes, the introduction of AI to classrooms can reveal much about schooling. Nevertheless, artificial intelligence technology (specifically new machine learning applications) has yet to be properly framed as a lens with which to critically analyze and interpret school-based inequities. Recent education discourse focuses more on practical applications of technology than on the institutional inequalities that are revealed when analyzing artificial intelligence technology in the classroom. Accordingly, this paper advances the case for a critical artificial intelligence theory as a valuable lens through which to examine institutions, particularly schools. On the cusp of machine learning artificial intelligence becoming widespread in schools’ academic and hidden curricula, establishing a practical epistemology of artificial intelligence may be particularly useful for researchers and scholars who are interested in what artificial intelligence says about school institutions and beyond. ; A partir de los avances en el aprendizaje automático basado en algoritmos que han tenido lugar en la última década, la inteligencia artificial (IA) se ha integrado gradualmente en los principales aspectos de la escolarización y el aprendizaje académico. Curiosamente, la historia muestra cómo a medida que las nuevas tecnologías incrementan su presencia en la sociedad, se integran de forma naturalizada y acrítica en las instituciones. Teniendo en cuenta que las escuelas producen y reproducen prácticas sociales y comportamientos normativos mediante códigos explícitos e implícitos, la introducción de la IA en las aulas podría ser una importante fuente de información sobre las escuelas. Sin embargo, esta tecnología (específicamente sus nuevas aplicaciones en el campo del aprendizaje automático) todavía no se ha utilizado para mirar, analizar e interpretar críticamente las inequidades escolares. El discurso educativo actual está más centrado en las aplicaciones prácticas de la tecnología que en las desigualdades institucionales que muestra el análisis sobre cómo la tecnología digital se está insertando en las aulas. En consecuencia, este artículo defiende la necesidad de desarrollar una teoría crítica de la inteligencia artificial y sus posibilidades para estudiar las instituciones, particularmente las escuelas. En este momento cumbre de la inteligencia habitual y su fuerte presencia tanto en los planes de estudio académicos como en el ‘currículo oculto’, es fundamental establecer una epistemología práctica que permita a los investigadores y académicos estudiar las instituciones y sus implicaciones generales. ; A inteligência artificial tem sido gradualmente integrada nos principais aspectos da escolaridade e do aprendizado acadêmico após os avanços no aprendizado de máquinas algorítmicas (algorithmic machine learning) durante a última década. Curiosamente, a história nos mostra que à medida que as novas tecnologias se tornam percebidas como 'normais', elas se esvaem em aspectos acríticos das instituições. Considerando que as escolas produzem e reproduzem práticas sociais e comportamentos normativos através de códigos explícitos e implícitos, a introdução da IA (Inteligência Artificial) nas salas de aula pode revelar muito sobre educação. No entanto, a tecnologia de inteligência artificial (especificamente novas utilizações de aprendizagem de máquinas) ainda não foi devidamente configurada como uma lente para analisar e interpretar criticamente as iniquidades escolares. O recente discurso educacional se concentra mais nas aplicações práticas da tecnologia do que nas desigualdades institucionais que são reveladas ao analisar a tecnologia de inteligência artificial na sala de aula. Assim, este artigo defende uma teoria crítica da inteligência artificial como uma lente valiosa para examinar instituições, particularmente as escolas. Na ponta da aprendizagem da máquina de inteligência artificial difundida nos currículos acadêmicos e ocultos das escolas, estabelecer uma epistemologia prática da inteligência artificial pode ser particularmente útil para pesquisadores e estudiosos que estão interessados no que a inteligência artificial diz sobre as instituições escolares e além.
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      application/pdf
    • Relation:
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    • الرقم المعرف:
      10.5209/tekn.71136
    • Rights:
      Derechos de autor 2021 Teknokultura. Revista de Cultura Digital y Movimientos Sociales
    • الرقم المعرف:
      edsbas.E59B05DE