Dear Prof, in my long experience as a teacher I have always thought that the digital should be used as teaching support, but what could not replace paper text and manual writingwhich they favor cognitive development, reflection and re-elaboration of topics. Now I wouldn’t want that, with the introduction of AI, as foreseen by the new high school guidelines, things were, if possible, to get even worse.
Giampaolo
– Dear Giampaolo, I fully agree with your reflections and your fear that even with the introduction of AI in ministerial high school programs we might, in a few years, end up regretting these choices. In this framework, the role of the teacher becomes even more central, called to guide students in the responsible use of these tools, avoiding a passive approach and promoting, instead, active and conscious participation.
Precisely here, however, a non-secondary concern emerges: many teachers still do not have adequate knowledge and skills to effectively integrate artificial intelligence into teaching practice.
The risk is that the enthusiasm for the new technology leads to an uneven, patchy application. For prevent AI from turning into a boomerang, it is necessary to accompany its introduction with solid teacher training and profound pedagogical reflection.
I suggest the wise man Algorithmic pedagogy. For an educational reflection on Artificial Intelligence by Chiara Panciroli and Pier Cesare Rivoltella, which offers useful insights for understanding the relationship between education, technologies and new learning environments. I therefore believe that the current challenge is not so much technological as cultural: integrating innovation without losing sight of the fundamentals of training and enhancing the irreplaceable role of the teacher.
