Docentes en transición: una mirada a las actitudes de docentes argentinos sobre la IA en la educación superior
DOI:
https://doi.org/10.17533/udea.ikala.355874Palabras clave:
inteligencia artificial, Educacion Superior, segunda lengua, perspectivas de docentesResumen
La inteligencia artificial (IA) ha revolucionado la manera como vivimos, aprendemos y trabajamos. En medios académicos, herramientas como los chatbots, traducción automática y detectores de plagio cobran cada vez mayor popularidad. Sin embargo, con la generalización del uso de estas tecnologías entre los estudiantes, aumenta la inquietud por su impacto en el aprendizaje y la integridad académica, y en el rol de los métodos pedagógicos tradicionales. Este artículo se propone explorar las perspectivas de varios docentes argentinos frente al uso de la IA en la educación superior, sus ventajas y desventajas. Siguiendo un método cualitativo exploratorio, investigamos cuándo saben los docentes sobre IA y si perciben sus potenciales beneficios y desafíos, además de su impacto en sus prácticas docentes. Los resultados muestran que los profesores de segundas lenguas muestran poca familiaridad y experiencia con estos recursos, específicamente con la traducción automática generativa (GMT) y con el transformador preentrenado generativo para chat (GPT). Aunque algunos de los entrevistados exhibieron actitudes positivas hacia la incorporación de dichas herramientas en sus clases, también se identificaron temores y escepticismo sobre tales recursos en la educación superior, sus inquietudes sobre la legitimidad y la responsabilidad, y la falta de conocimiento para interactuar con el software en sus prácticas docentes. El estudio destaca la importancia de entender y abordar las variadas perspectivas de los instructores de lenguas extranjeras sobre la ia, algo crucial para su integración efectiva en la enseñanza de segundas lenguas.
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