Advancing a critical artificial intelligence theory for schooling

Abstract

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.

The Readiness to Use Ai in Teaching Science: Science Teachers' Perspective

“…Artificial Intelligence (AI) holds remarkable potential in revolutionising science education. AI can offer personalised learning experiences and adaptive assessments, enhancing student engagement and outcomes (Toncic, 2021). By automating tasks such as grading and lesson planning, AI allows educators to focus more on personalised teaching and student engagement (AlKanaan, 2022) .…”

“…Addressing concerns and resistance is crucial, as apprehensions about AI's impact on teaching responsibilities and ethical issues in education can affect their willingness to use AI (Saetra, 2021). According to Toncic (2021), a lack of awareness or knowledge about AI's benefits in science education can hinder its integration. Positive attitudes and a willingness to explore AI's potential are essential.…”

Critical AI Theory: The Ontological Problem

“…Importantly, Toncic (2022) approached AI as an intentional or unintentional tool for oppression (specifically, in schools), while we approach it as an oppressor itself.…”

Reinventando la enseñanza de la Historia Moderna en Secundaria: la utilización de ChatGPT para potenciar el aprendizaje y la innovación docente

“…Dentro de este marco, se han propuesto diversas metodologías y estrategias, como el aprendizaje basado en proyectos (González González, 2014), el aprendizaje cooperativo (Maldonado Pérez, 2008) y el uso de escenarios y simulaciones (Osorio Villa, Ángel Franco, & Franco Jaramillo, 2012), para abordar la enseñanza de la Historia de manera más efectiva y significativa. En este contexto, el uso de tecnologías emergentes, como la inteligencia artificial, ha empezado a ser explorado como una herramienta para apoyar y enriquecer la enseñanza y el aprendizaje en diversos campos, incluida la Historia (Incio Flores, y otros, 2022;Ocaña-Fernández, Valenzuela-Fernández, & Garro-Aburto, 2019;Toncic, 2021;UNESCO, 2023).…”