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V. 15 N. 2 (2024): Intelligenza Artificiale nella scuola e nella formazione universitaria. Rischi e opportunità

L’Intelligenza Artificiale in ambito educativo: percezioni dei docenti in formazione iniziale

DOI
https://doi.org/10.3280/ess2-2024oa18470
Inviata
10 settembre 2024
Pubblicato
31-01-2025

Abstract

Il presente contributo esplora l’intersezione tra l’intelligenza artificiale (AI) e la formazione iniziale degli insegnanti, concentrandosi sulle percezioni e sull’autovalutazione delle competenze nell’uso delle tecnologie AI. Nonostante l’integrazione crescente dell’AI nell’istruzione, gli studi che analizzano l’autovalutazione delle specifiche competenze tecnologiche e le percezioni dei futuri docenti al riguardo sono ancora in fase di sviluppo. A tal fine è stato condotto uno studio esplorativo preliminare attraverso la somministrazione di un questionario a 156 studenti del primo anno del corso di laurea in Scienze dell’Educazione Primaria presso l’Università degli Studi di Palermo. I risultati indicano che i partecipanti con maggiori competenze nell’uso dell’AI esprimono percezioni più positive riguardo alla sua efficacia didattica, mentre quelli con competenze minori evidenziano preoccupazioni legate allo stress degli studenti e al tempo extra richiesto per la pianificazione. Queste differenze contribuiscono a evidenziare l’importanza di una formazione adeguata per integrare l’AI nell’istruzione in modo efficace e consapevole.

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