Implications of Artificial Intelligence in Education. The Educator as Ethical Leader

Year 2024, Volume: 6 Issue: 2, 142 - 152

Jorge Burgueño López

https://doi.org/10.47157/jietp.1505319

Abstract

Technological media are evolving at great speed, and this development inevitably affects the pedagogical approach that institutions and educators implement in the classroom. The great irruption of Artificial Intelligence tools makes it necessary to reflect on the use of these applications in educational centres at all levels, from Early Childhood Education to Higher Education. These tools have enormous possibilities and applications for the improvement of learning in many aspects, but it is also necessary to analyse the ethical implications that their use may entail, and the role of the educator in this whole process. In this sense, it is proposed that the teacher should become an ethical leader, providing adequate spaces for all students to have the opportunity to achieve learning, becoming a person who inspires those around him/her, and leading the ethical debate involved in the use of these technologies, fostering a critical spirit and knowledge. The presence of the human being in the educational process cannot be doubted, due to the presence of dimensions of the human being such as the emotional or spiritual dimension, which are part of the integral development of the individual and must be nurtured. A theoretical reflection on AI in education shows that it shifts educators' roles from traditional instructors to facilitators and ethical leaders, crucial for guiding personalized learning and addressing ethical considerations in AI use.

Keywords

Artificial Intelligence, Digital education, Ethical Leadership, Education, Innovation

References

• Abella García, V., & Delgado Benito, V. (2015). Aprender a usar Twitter y usar Twitter para aprender. Profesorado, 19(1), 365-378.
• Adams, C., Pente, P., Lemermeyer, G., & Rockwell, G. (2023). Ethical principles for artificial intelligence in K-12 education. Computers and Education: Artificial Intelligence, 4, 100131. https://doi.org/10.1016/j.caeai.2023.100131
• Angel Uribe, I. C., & Cano Vásquez, L. M. (2011). Experiencia de un trabajo colaborativo con estudiantes y docentes de diferentes países mediado por las Tecnologías de la Información y la Comunicación: Proyecto Colaborativo Interuniversitario. Revista Q: Educación Comunicación Tecnología, 6(11).
• Anwar, S., Bascou, N. A., Meneske, M., & Kardgar, A. (2019). A Systematic Review of Studies on Educational Robotics. Journal of Pre-College Engineering Education Research, 9(2). https://doi.org/10.7771/2157-9288.1223
• Bakhurst, D. (2020). Teaching, Telling and Technology. Journal of Philosophy of Education, 54(2), 305-318. https://doi.org/10.1111/1467-9752.12414
• Barberà-Gregori, E., & Suárez-Guerrero, C. (2021). Evaluación de la educación digital y digitalización de la evaluación. RIED. Revista Iberoamericana De Educación a Distancia., 24(2), 33-40. https://doi.org/10.5944/ried.24.2.30289
• Bauman, Z. (2013). Liquid modernity. John Wiley & Sons.
• Berges Puyó, J. G. (2022). Ethical leadership in education: A uniting view through ethics of care, justice, critique, and heartful education. Journal of Culture and Values in Education, 5(2), 140-151. https://doi.org/10.46303/jcve.2022.24
• Brooks, R., Hassabis, D., Bray, D., & Shashua, A. (2012). Is the brain a good model for machine intelligence? Nature, 482(7386), 462-463. https://doi.org/10.1038/482462a
• Brown, M. E., Treviño, L. K., & Harrison, D. (2005). Ethical leadership: A social learning perspective for construct developing and testing. Organizational Behavior and Human Decision Processes, 97(2), 117–134. https://doi.org/10.1016/j.obhdp.2005.03.002
• Burgueño, J. (2019). La relación profesor-alumno en la metodología Flipped classroom. Miscelánea Comillas, 77(150), 93-113.
• Canese, V. (2022). La investigación en Ciencias Sociales en tiempos de pandemia. Revista Científica en Ciencias Sociales, 4(1), 6-7. https://doi.org/10.53732/rccsociales/04.01.2022.6
• Canihuante, C. Z., Zamora, P. G., & Ortiz, J. J. G. (2023). Liderazgo en la educación parvularia Chilena durante la pandemia: experiencias y significados. Educação E Pesquisa, 49, e263089. https://doi.org/10.1590/S1678-4634202349263089esp
• Cárdenas Moncada, C., Véliz Campos, M., & Véliz, L. (2020). Game-based student response systems: the impact of Kahoot in a Chilean vocational higher education EFL classroom. CALL-EJ: Computer-Assisted Language Learning-Electronic Journal, 21(1)
• Chamberlin, L., & Lehmann, K. (2011). Twitter in higher education. Cuttingedge Technologies in Higher Education, 1, 375–391.
• Checa García, F. (2013). La utilización del microblogging y de twitter como herramienta de enseñanza-aprendizaje. Espiral. Cuadernos Del Profesorado, 6(11), 19-27.
• Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23, 605-616. https://doi.org/10.1007/s10639-017-9621-2
• Cribben, I., & Zeinali, Y. (2023). The benefits and limitations of ChatGPT in business education and research: A focus on management science, operations management and data analytics. Ssrn, https://doi.org/10.2139/ssrn.4404276
• Del Moral Pérez, M. E., Neira Piñeiro, M. R., López Bouzas, N., & Castañeda Fernández, J. (2022). Producción de narraciones orales con una app en educación infantil: análisis del engagement y la competencia narrativa. Digital Education Review, (41), 65-81. https://doi.org/10.1344/der.2022.41.65-81
• Edelvives. (2023). Edelvives se convierte en la primera editorial en integrar ChatGPT en su plataforma educativa. EDELVIVES. Retrieved From: https://edelvives.com/es/blog/tecnologia/edelvives-se-convierte-en-la-primera-editorial-en-integrar-chatgpt-en-su-plataforma
• Erarslan, A. (2019). Instagram as an Education Platform for EFL Learners. TOJET: The Turkish Online Journal of Educational Technology, 18(3), 54-69. https://files.eric.ed.gov/fulltext/EJ1223776.pdf
• Frankl, V. (2003). El hombre doliente. Herder.
• Fukuda, K. (2020). Science, technology and innovation ecosystem transformation toward society 5.0. International Journal of Production Economics, 220, 107460. https://doi.org/10.1016/j.ijpe.2019.07.033
• García-Peñalvo, F. J. (2023). La percepción de la inteligencia artificial en contextos educativos tras el lanzamiento de GhatGPT: disrupción o pánico. Education in the Knowledge Society (EKS), 24 https://doi.org/10.14201/eks.31279
• García-Peñalvo, F. J., Casado-Lumbreras, C., Colomo-Palacios, R., & Yadav, A. (2020). Smart learning. Applied Sciences, 10(9), Article 6964. https://doi.org/10.3390/app10196964
• George, G., Lakhani, K. R., & Puranam, P. (2020). What has changed? The Impact of Covid Pandemic on the Technology and Innovation Management Research Agenda. Journal of Management Studies, 57(8), 1754-1758. https://doi.org/10.1111/joms.12634 Guillén Gámez, F. D., Ruiz Palmero, J., & Gómez García, M. (2023). Digital competence of teachers in the use of ICT for research work: development of an instrument from a PLS-SEM approach. Education and Information Technologies, 28, 16509–16529. https://doi.org/10.1007/s10639-023-11895-2
• Hernández Portero, G., & Colás Bravo, P. (2022). The use of ICT in secondary music education and its relationship with teachers’ beliefs. Digital Education Review, (42), 1-15. https://doi.org/10.1344/der.2022.42.1-15
• Hershkovizt, A., & Forkosh-Baruch, A. (2017). Teacher-student relationship and Facebook-Mediated communication: Student perceptions. Comunicar. Media Education Research Journal, 25(2), 91-101. https://doi.org/10.3916/C53-2017-09
• Ingersoll, E. G., Asimov, I., Fitz Gerald, G., Wolf, J., Duberman, J., & Philmus, R. (1987). A Conversation with Isaac Asimov. Science Fiction Studies, 14(1), 68–77. http://www.jstor.org/stable/4239795
• Jiménez Hernández, D., Muñoz Sánchez, P., & Sánchez Giménez, F. S. (2021). La Competencia Digital Docente, una revisión sistemática de los modelos más utilizados. Revista Interuniversitaria De Investigación En Tecnología Educativa, , 105-120. https://doi.org/10.6018/riite.472351
• Jobin, A., Ienca, M., & Vayena, E. (2019). The global landscape of AI ethics guidelines. Nature Machine Intelligence, 1(9), 389-399. https://doi.org/10.1038/s42256-019-0088-2
• Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119-132. https://doi.org/10.1111/j.1365-2729.2010.00387.x
• Koper, R. (2014). Conditions for effective smart learning environments. Smart Learning Environments, 1(1), Article 5. https://doi.org/10.1186/s40561-014-0005-4
• Lang, C., Siemens, G., Wise, A. F., Gašević, D., & Merceron, A. (Eds.). (2022). The handbook of learning analytics (2nd ed.). SoLAR. https://doi.org/10.18608/hla22
• Laurillard, D. (2009). Technology enhanced learning as a tool for pedagogical innovation. Journal of Philosophy of Education, 42(3-4), 521–533. https://doi.org/10.1111/j.1467-9752.2008.00658.x
• Lee, S. E. (2023). Otherwise than teaching by artificial intelligence. Journal of Philosophy of Education, 57(2), 553-570. https://doi.org/10.1093/jopedu/qhad019
• Lin, D. T. A., Ganapathy, M., & Kaur, M. (2018). Kahoot! It: Gamification in higher education. Pertanika Journal of Social Sciences & Humanities, 26(1), 565-582.
• López Noguero, F., Romero Díaz, T., & Gallardo López, J. A. (2023). Smartphone como herramienta de enseñanza-aprendizaje en Educación Superior en Nicaragua. RIED. Revista Iberoamericana De Educación a Distancia., 26(1), 307-330. https://doi.org/10.5944/ried.26.1.34016
• Luckin, R., Cukurova, M., Kent, C., & du Boulay, B. (2022). Empowering educators to be AI-ready. Computers and Education: Artificial Intelligence, 3, 100076. https://doi.org/10.1016/j.caeai.2022.100076
• McGrath, C., Pargman, T. C., Juth, N., & Palmgren, P. J. (2023). University teachers' perceptions of responsibility and artificial intelligence in higher education - An experimental philosophical study. Computers and Education: Artificial Intelligence, 4, 100139. https://doi.org/10.1016/j.caeai.2023.100139
• Merhi, M. I. (2015). Factors influencing higher education students to adopt podcast: An empirical study. Computers & Education, 83, 32-43. https://doi.org/10.1016/j.compedu.2014.12.014
• Öngören, H. (2024). Critique of transhumanism, artificial intelligence, and digital society in terms of social values. Journal of Interdisciplinary Education: Theory and Practice, 6(1), 51-65. https://doi.org/10.47157/jietp.1466386
• Ortega Barba, C. F., & Banderas Campero, A. (2011). Percepción de los jóvenes universitarios sobre el uso de Twitter en los procesos de enseñanza-aprendizaje. Apertura, 3(2), 26-37. Retrieved From: https://www.redalyc.org/articulo.oa?id=68822737003
• Ortí Martínez, J. A., Burgueño López, J., & González Ortiz, J. J. (2023). Universidad abierta en periodos POSTCOVID-19. Experiencia colaborativa en la formación de maestras: Estudio de caso. Revista electrónica Educare, 27(2), 1. https://doi.org/10.15359/ree.27-2.15843
• Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 100020. https://doi.org/10.1016/j.caeai.2021.100020
• Prestridge, S. (2014). A focus on students’ use of Twitter–their interactions with each other, content and interface. Active Learning in Higher Education, 15(2), 101-115.
• Romero Carbonell, M., Romeu Fontanillas, T., Guitert Catasús, M., & Baztán Quemada, P. (2023). La transformación digital en la educación superior: El caso de la UOC. Revista iberoamericana de educación a distancia, 26(1), 163-179. https://doi.org/10.5944/ried.26.1.33998
• Sadin, É. (2019). La inteligencia artificial: el superyó del siglo. XXI. Nueva Sociedad | Democracia y política en América Latina. Retrieved From: https://www.nuso.org/articulo/la-inteligencia-artificial-el-superyo-del-siglo-xxi/
• Sailer, M., Murböck, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology? Teaching and Teacher Education, 103, 103346. https://doi.org/10.1016/j.tate.2021.103346
• Sierra-Daza, M. C., Martín-Del-Pozo, M., & Fernández-Sánchez, M. R. (2023). Videojuegos para el desarrollo de competencias en Educación Superior. Editorial Universidad de Sevilla. https://doi.org/10.12795/revistafuentes.2023.22687
• 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
• Su, J., Ng, D. T. K., & Chu, S. K. W. (2023). Artificial Intelligence (AI) Literacy in early childhood education: The challenges and opportunities. Computers and Education: Artificial Intelligence, 4, 100124. https://doi.org/10.1016/j.caeai.2023.100124
• Tadesse, S., & Muluye, W. (2020). The impact of COVID-19 pandemic on education system in developing countries: A review. Open Journal of Social Sciences, 8(10), 159-170. https://doi.org/10.4236/jss.2020.810011
• Tagore, R. (2012). Nacionalismo. Taurus.
• Tur, G., Marín-Juarros, V., & Carpenter, J. (2017). Using Twitter in higher education in Spain and the USA. Comunicar. Media Education Research Journal, 25(1), 19-28. https://doi.org/10.3916/C51-2017-02
• UNESCO. (2018). UNESCO ICT Competency Framework for Teachers. Retrieved From: https://unesdoc.unesco.org/ark:/48223/pf0000265721
• UNESCO. (2019). Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development. Retrieved From: http://repositorio.minedu.gob.pe/bitstream/handle/20.500.12799/6533/Artificial%20intelligence%20in%20education%20challenges%20and%20opportunities%20for%20sustainable%20development.pdf
• UNESCO. (2021). AI and education: guidance for policy-makers. Retrieved From: https://unesdoc.unesco.org/ark:/48223/pf0000376709
• Vilches, M. J., & Reche, E. (2019). Limitaciones de WhatsApp para la realización de actividades colaborativas en la universidad. RIED. Revista Iberoamericana De Educación a Distancia., 22(2), 57-77. https://doi.org/10.5944/ried.22.2.23741
• Wahyuni, M., Fauziddin, M., & Rizki, L. M. (2021). The Effects of Using Kahoot! on Understanding the Concept of Mathematical Symbols in Higher Education. Al-Ishlah: Jurnal Pendidikan, 13(3), 1539- 1545. https://doi.org/10.35445/alishlah.v13i3.971
• Yang, W. (2022). Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation. Computers and Education: Artificial Intelligence, 3, 100061. https://doi.org/10.1016/j.caeai.2022.100061
• Zhu, W., Hua, Y., & Wang, L. (2022). Share and embrace demographic and location diversity: Creating an Instagram-based inclusive online learning community . British Journal of Educational Technology, 53, 1530-1548. https://doi.org/10.1111/bjet.13272