The impact of Artificial Intelligence on Education. Risks and potentialities of AI in classroom
Abstract
With the advances of the fourth industrial revolution, especially Artificial Intelligence (AI) and its relationship with natural language and the development of thought, new challenges appear. The ability of Generative Artificial Intelligence to translate all languages into natural language, as well as generate language automatically, can be considered one of the most relevant technological milestones in our history.
This article proposes an approach and study of a theoretical/conceptual organized into three topics that articulate the relevance of the relationship between the development of technologies such as Generative Artificial Intelligences, language and thought. Likewise, it emphasizes the impact that Chatbots can have on education in general and on teaching and learning processes in the classroom in particular. To do this, it will start from a series of classic and contemporary theoretical approaches linked to psychology, language and pedagogy, in order to describe and understand the impact of Generative Artificial Intelligence in education and in the classroom. Based on these postulates, a series of reflections are suggested that can contribute to the analysis, understanding of the topic and the generation of strategies that do not compromise the relevance of education in the comprehensive training processes of the subjects, especially with regard to cognitive development. Required for scientific and technological training and development, fundamental pillars of our culture. Finally, the article proposes some reflections, discussions, limitations and possible future works that seek to contribute to addressing the problem studied, as well as reducing the negative impact that technobanking educational proposals in general and generative artificial intelligences in particular, can have on education and the classroom.
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