Artificial Intelligence as a Teaching Resource in a Grouped Rural School
Abstract
Education is affected by the constant changes in society. The irruption of Artificial Intelligence (AI) in this field poses new challenges. From the discipline of Educational Technology, work must be done to integrate the use of AI effectively and ethically in the field of education. This article presents a case study on the use of AI as a teaching resource in a rural clustered school (CRA). The aim is to explore how different AI tools can support a teacher working in a CRA in his regular teaching tasks by offering the analysis of a concrete experience of a teacher working in one of these centers in the province of Albacete. For this purpose, after the planning of the academic year 2023-2024 and the beginning of the first term using AI, a semi-structured interview was conducted with the teacher, in which he was asked about his experience with AI, the benefits and challenges he encountered, and his perception of the impact of AI on his teaching practice and on his students' learning.
The results show that AI can be a valuable tool for the teacher, facilitating planning, teaching, assessment, and creation of educational resources. However, some limitations and difficulties are also identified, such as lack of training, dependence on connectivity, adaptation to rural characteristics and the need for human intervention.
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References
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