The E.S.O teachers face the challenges of digital transformation, artificial intelligence and student empowerment
DOI:
https://doi.org/10.47553/rifop.v100iNE.104843Abstract
The digital transformation of educational systems is a reality accelerated by national policy and European guidelines. Therefore, the research focuses on knowing and delving into the teaching practices mediated by digital technologies of the E.S.O. teachers, due to the casuistry of the stage and the documented gender gaps. The objectives are to investigate the incorporation of technologies in their teaching and understand the challenges they currently face. We followed a quanti+quali sequential mixed method. In its quantitative phase, 270 secondary teachers participate in a diagnostic survey study. Followed by a qualitative hermeneutical phenomenological study in which 13 teachers participate and in which we delve through interviews into the level of digital competence perceived in their digital pedagogical practices, in their positioning regarding artificial intelligence, technological motivation and involvement in the digital empowerment of students. The results show four profiles in the digital pedagogical practices of the teachers. The interest and initiative to use digital technologies condition digital practices. We also find emotional and attitudinal resistance towards the use of digital technologies. Artificial intelligence appears as an option to explore about which they feel insecure, but expectant, its experimental use already serves them to design their teaching, but they still find it daring to include it in class. They conceive the digital empowerment of their students as instrumental.
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