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

From Artificial Intelligence to Artificial Assistants in Education: Theoretical Foundations and First Applications in Teacher Education

DOI
https://doi.org/10.3280/ess2-2024oa18478
Inviata
10 settembre 2024
Pubblicato
31-01-2025

Abstract

The article explores the potential and limitations of Generative Artificial Intelligence (GenAI) in teacher training and inclusive education, emphasizing the importance of specific training for educators on the pedagogical use of these technologies. Experiments conducted at the University of Turin highlight the role of GenAI in creating personalized teaching materials and supporting student learning, particularly for those with Special Educational Needs (SEN). However, it is clearly evident that careful teacher supervision is essential to ensure pedagogical validity and alignment with educational objectives. The article concludes that GenAI should be considered a teaching assistant, integrated into a critical, human-centered approach aimed at fostering inclusive and student-centered learning.

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