Melhorando os resultados educacionais: um estudo de caso de exploração de aplicações de IA no ambiente de escolas públicas
DOI:
https://doi.org/10.48017/dj.v10i2.3345Palavras-chave:
Departamento de Educação, Inteligência Artificial, Aprendizagem Personalizada, Desenvolvimento Profissional, FilipinasResumo
A inteligência artificial (IA) é reconhecida mundialmente como a ciência que cria máquinas capazes de pensar profundamente e compreender coisas como os humanos. A IA contribui muito em diferentes áreas disciplinares, incluindo a educação. Este estudo de caso examina as ferramentas de IA utilizadas pelos professores de escolas públicas como parte da sua pedagogia, o seu impacto na perspectiva dos professores e dos alunos, e como os professores superam os desafios que enfrentam na utilização de ferramentas de IA. Participaram do estudo onze (11) professores de escolas públicas, utilizando um roteiro de entrevista semiestruturada para facilitar o processo de coleta de dados. Através de uma análise temática, o estudo gera temas que servem como respostas às perguntas. O estudo descobriu que os participantes utilizaram múltiplas ferramentas de IA para aprendizagem personalizada, administração e apoio instrucional, melhoria da aprendizagem e alfabetização e desenvolvimento profissional. Além disso, os participantes acreditavam que a IA afetava positiva e negativamente professores e alunos. Estes participantes destacaram várias dificuldades que tiveram consequências negativas, mesmo que as ferramentas de IA tenham contribuído substancialmente para a sua linha de trabalho. Em última análise, o estudo concluiu que a IA pode melhorar os resultados educacionais quando implementada de forma ponderada e estratégica. A investigação futura deve continuar a explorar as melhores práticas, considerações éticas e impactos a longo prazo para garantir que a IA seja uma ferramenta de capacitação e não uma fonte de desigualdade. O Departamento de Educação pode aproveitar a IA para criar um ambiente de aprendizagem mais dinâmico, eficiente e centrado no aluno, abraçando a inovação e ao mesmo tempo priorizando as necessidades dos alunos.
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Copyright (c) 2025 Mark Anthony Polinar, April Marie N. Mahipos, Bertella G. Rabanes, Joanna Marie U. Ato
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