The artificial intelligence (AI) is redefining the educational panorama, offering new opportunities and challenges for both teachers and students. In this context, Virginia Jalley, deputy director of the Department of Education of the University Hospital of Buenos Aires (Uhiba), shared before iprofesional Your vision of how these technologies are impacting classrooms and learning processes.
Opportunities that artificial intelligence provides to education
IA represents a paradigmatic change in the way it is taught and learned. According to Jalley, these technologies allow optimize teaching work and expand educational possibilities. For example, generative artificial intelligence tools (IGEN), such as chatbots or content creation applications, facilitate repetitive tasks and help overcome the creative blocking when designing educational materials.
“This allows to concentrate on more creative and training aspects of the educational process, such as the elaboration of planning and the development of innovative didactic proposals, “said Jalley.
For students, artificial intelligence offers a personalization unprecedented in learning. The digital tools allow to explore concepts at their own pace, critically analyze the responses generated by the systems and use them as a starting point for deeper research. This encourages more autonomous learning and adapted to individual needs.
Successes and challenges in the integration of artificial intelligence in education
The Uhiba is a pioneer in the incorporation of AI in its educational programs, facing both successes and challenges. One of the greatest achievements was the development of continuous teacher training workshops and the creation of a guide entitled “Orientations for the integration of generative artificial intelligence in academic production“. This document served as a basis for a reflexive and critical use of these technologies.
However, Jalley emphasized that one of the main challenges was to address the ethical concerns and overcome the initial resistances. “The first biggest challenge was to open the discussion when in the social and academic environment began the boil,” he explained. In addition, uncertainty persists on ethical implications, which remains a barrier for full adoption.
Virginia Jalley
Teaching preparation for the future
Teaching preparation is key to effectively integrating artificial intelligence into classrooms. The Uhiba designed a three pillars -based program:
- Development of “Expertise“
- Promotion of educational quality.
- Strengthening of Critical thinking.
According to Jalley, these pillars seek not only to teach the technical use of the tools, but also to promote a Ethical reflection About its application. The response from the teaching staff was positive, with high participation in workshops and debates.
“They have demonstrated a reflexive and committed attitude, exploring ethical, pedagogical and social implications,” Jalley said. This receptivity It is crucial to ensure that technologies are used with a clear pedagogical purpose.
Recommendations for educators
For teachers who are beginning to explore the use of AI, Jalley suggested to start with Simple applications in everyday contextshow to organize a menu or plan a trip. This will allow them to familiarize themselves with the basic principles of the operation of these tools.
In addition, he recommended collaborating with colleagues who are already using the Teaching practices to exchange experiences about its benefits and limitations. “The idea is not only to use these tools, but to do it in a reflexively and creative way,” Jalley said. He also proposed to involve students in activities that analyze both the value and limitations of these technologies.
Headquarters of the Italian hospital in Buenos Aires.
Risks and limitations
Despite its benefits, the integration of artificial intelligence is not exempt from risks. Jalley warned about the danger of a Decontextualized or superficial that does not provide real value to the educational process. “The use of technology should not be an end in itself, but a means to enhance and enrich what we really want to achieve,” he explained.
Another important challenge is to ensure that teachers understand Inherent limitations To these tools, such as algorithmic biases or inaccurate information. To mitigate these risks, it is essential to perform a critical analysis before incorporating any classroom technology.
Institutional recommendations
For educational institutions interested in integrating AI, Jalley suggested Initial diagnosis to identify specific needs. Based on the Uhiba experience, he stressed the importance of developing expertise in the proper use of generative tools, critically evaluating their results and promoting ethical practices.
Jalley highlighted the need to incorporate content related to AI in the academic curricula to prepare students against future labor demands. This includes teaching them to design effective Prompts and critically evaluating the responses generated by automated systems.
Student tips
The responsible use of AI is also essential among students. Although these tools can facilitate tasks such as creating graphics or generating preliminary texts, Jalley emphasized that they should be seen as starting points for more elaborate jobs. “It is important to understand that the answers offered by this tool can constitute an input, but surely it is necessary to adapt them,” he warned.
In addition, he stressed the importance of Always validate the information provided by generative systems through reliable sources. This not only improves the quality of learning, but also promotes indispensable critical skills in any academic or professional field.
The responsible use of AI is also essential among students.
Innovation with purpose
The incorporation of artificial intelligence in the classrooms represents a unique opportunity to transform educational processes if performed with purpose and critical reflection. As Jalley concluded, “it’s about generate instances Where teachers and students can reflect on how technologies can help reformulate or enrich what they create. “
In this way to a more innovative and inclusive educationboth institutions and educators have the challenge – and responsibility – to ensure that these tools are used not only with technical efficacy but also with ethical integrity and pedagogical creativity.
