Análisis de la implementación de herramientas (IA) en instituciones educativas en la comuna 1 en la ciudad de San José de Cúcuta
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Fecha
2023
Autores
Cáceres Gamboa, Carlos Alejandro
Mantilla, Alvaro
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Ediciones Universidad Simón Bolívar
Facultad de Ingenierías
Facultad de Ingenierías
Resumen
En la actual era de la información y la tecnología, la inteligencia artificial (IA) ha surgido como una fuerza transformadora con impacto global en diversos sectores, incluyendo la educación. Las instituciones educativas, comprometidas con la entrega de una educación de calidad, se enfrentan a un entorno cada vez más competitivo, donde la adopción de tecnologías innovadoras puede marcar la diferencia tanto en la formación de los estudiantes como en la eficiencia de los procesos educativos. En este contexto dinámico, surge la necesidad imperante de examinar críticamente la aplicabilidad de las herramientas de inteligencia artificial en el ámbito educativo.
La metodología de investigación seleccionada para abordar este desafío se centra en la recopilación y análisis de datos cuantitativos. Se propone llevar a cabo un estudio de corte transversal con el objetivo de evaluar el impacto actual de la inteligencia artificial en los centros educativos de la Comuna 1 de Cúcuta. Este enfoque se presenta como una oportunidad para obtener una instantánea precisa de la situación y establecer relaciones estadísticas entre variables clave, ofreciendo así una visión detallada de la percepción y la implementación de la inteligencia artificial en el ámbito educativo local.
Los resultados obtenidos de esta investigación revelan una notable disparidad en la percepción de la efectividad de las herramientas de inteligencia artificial entre los encuestados. Mientras que un número significativo de participantes no considera que estas herramientas sean efectivas, sorprendentemente, más de la mitad de los encuestados las perciben como herramientas altamente efectivas en su aplicación. Esta variabilidad en las respuestas destaca la diversidad de opiniones y experiencias en relación con la utilidad de la inteligencia artificial en los centros educativos de la Comuna 1 de Cúcuta.
Al profundizar en el análisis de estos resultados, se identifican factores que podrían contribuir a la divergencia de percepciones. La familiaridad con la tecnología, la capacitación recibida en el uso de herramientas de inteligencia artificial y la experiencia previa en su implementación son elementos que pueden influir en cómo los educadores y otros profesionales de la educación perciben y utilizan la inteligencia artificial en sus prácticas diarias.
Es evidente que existe una brecha en la adopción activa de la inteligencia artificial en los procesos educativos de la Comuna 1. Aunque la mayoría de los encuestados aún no ha incorporado activamente la inteligencia artificial en sus prácticas educativas, es destacable que un segmento significativo ya ha experimentado con su implementación. Este comportamiento heterogéneo en la adopción de la tecnología sugiere la existencia de diversas actitudes y enfoques hacia la integración de la inteligencia artificial en la educación local.
Al considerar las implicaciones de estos hallazgos, es crucial reconocer la importancia de una evaluación continua y adaptativa de la implementación de la inteligencia artificial en el entorno educativo. La disparidad en las percepciones resalta la necesidad de abordar las preocupaciones y brindar apoyo a aquellos que aún no han adoptado activamente estas herramientas. La capacitación y el desarrollo profesional en el uso de tecnologías de inteligencia artificial pueden desempeñar un papel crucial en cerrar esta brecha y fomentar una mayor aceptación y comprensión de estas herramientas entre los educadores.
Además, la existencia de experiencias positivas de implementación destaca el potencial transformador de la inteligencia artificial en la educación. Las herramientas de inteligencia artificial pueden personalizar la enseñanza, adaptarse a las necesidades individuales de los estudiantes y proporcionar retroalimentación instantánea. Estos aspectos sugieren la importancia de explorar estrategias para fomentar una adopción más amplia y efectiva de esta tecnología en los centros educativos de la Comuna 1 y, por extensión, en otros contextos educativos.
Una reflexión más profunda sobre los desafíos y oportunidades asociados con la integración de la inteligencia artificial en la educación es esencial para informar políticas y prácticas educativas futuras. La diversidad de experiencias observadas
en la Comuna 1 destaca la necesidad de un enfoque contextualizado y adaptativo al implementar la inteligencia artificial en entornos educativos locales.
Este estudio ha proporcionado una visión integral de la percepción y la implementación de la inteligencia artificial en los centros educativos de la Comuna 1 de Cúcuta. Aunque se evidencia una diversidad de experiencias y opiniones, los resultados subrayan la importancia de abordar la brecha existente en la adopción
activa de la inteligencia artificial en la educación. La capacitación y el desarrollo profesional, junto con estrategias adaptativas, pueden desempeñar un papel clave en el impulso de una integración más efectiva de la inteligencia artificial en el ámbito educativo local y global.
Este análisis sienta las bases para futuras investigaciones y acciones destinadas a maximizar el potencial de la inteligencia artificial en la mejora continua de la educación.
In the current age of information and technology, artificial intelligence (AI) has emerged as a transformative force with global impact in various sectors, including education. Educational institutions, committed to providing quality education, face an increasingly competitive environment, where the adoption of innovative technologies can make a difference both in the training of students and in the efficiency of educational processes. In this dynamic context, there is a pressing need to critically examine the applicability of artificial intelligence tools in the educational field. The research methodology selected to address this challenge focuses on quantitative data collection and analysis. It is proposed to carry out a cross-sectional study with the objective of evaluating the current impact of artificial intelligence in educational centers in Commune 1 of Cúcuta. This approach is presented as an opportunity to obtain an accurate snapshot of the situation and establish statistical relationships between key variables, thus offering a detailed view of the perception and implementation of artificial intelligence in the local educational field. The results obtained from this research reveal a notable disparity in the perception of the effectiveness of artificial intelligence tools among respondents. While a significant number of participants do not consider these tools to be effective, surprisingly, more than half of respondents perceive them to be highly effective tools in their application. This variability in responses highlights the diversity of opinions and experiences in relation to the usefulness of artificial intelligence in educational centers in Commune 1 of Cúcuta. By further analyzing these results, factors are identified that could contribute to the divergence of perceptions. Familiarity with the technology, training received in the use of artificial intelligence tools, and previous experience in their implementation are elements that can influence how educators and other education professionals perceive and use artificial intelligence in their daily practices. It is evident that there is a gap in the active adoption of artificial intelligence in the educational processes of Commune 1. Although the majority of respondents have not yet actively incorporated artificial intelligence into their educational practices, it is notable that a significant segment has already experienced with its implementation. This heterogeneous behavior in the adoption of technology suggests the existence of diverse attitudes and approaches towards the integration of artificial intelligence in local education. When considering the implications of these findings, it is crucial to recognize the importance of continuous and adaptive evaluation of the implementation of artificial intelligence in the educational environment. The disparity in perceptions highlights the need to address concerns and provide support to those who have not yet actively adopted these tools. Training and professional development in the use of AI technologies can play a crucial role in closing this gap and fostering greater acceptance and understanding of these tools among educators. Furthermore, the existence of positive implementation experiences highlights the transformative potential of artificial intelligence in education. AI tools can personalize teaching, adapt to individual student needs, and provide instant feedback. These aspects suggest the importance of exploring strategies to promote a broader and more effective adoption of this technology in the educational centers of Commune 1 and, by extension, in other educational contexts. Deeper reflection on the challenges and opportunities associated with integrating artificial intelligence into education is essential to inform future educational policies and practices. The diversity of experiences observed in Commune 1 highlights the need for a contextualized and adaptive approach when implementing artificial intelligence in local educational settings. This study has provided a comprehensive vision of the perception and implementation of artificial intelligence in educational centers in Commune 1 of Cúcuta. Although a diversity of experiences and opinions is evident, the results underscore the importance of addressing the adoption gap active artificial intelligence in education. Training and professional development, along with adaptive strategies, can play a key role in driving more effective integration of artificial intelligence into local and global education settings. This analysis lays the foundation for future research and actions aimed at maximizing the potential of artificial intelligence in the continuous improvement of education.
In the current age of information and technology, artificial intelligence (AI) has emerged as a transformative force with global impact in various sectors, including education. Educational institutions, committed to providing quality education, face an increasingly competitive environment, where the adoption of innovative technologies can make a difference both in the training of students and in the efficiency of educational processes. In this dynamic context, there is a pressing need to critically examine the applicability of artificial intelligence tools in the educational field. The research methodology selected to address this challenge focuses on quantitative data collection and analysis. It is proposed to carry out a cross-sectional study with the objective of evaluating the current impact of artificial intelligence in educational centers in Commune 1 of Cúcuta. This approach is presented as an opportunity to obtain an accurate snapshot of the situation and establish statistical relationships between key variables, thus offering a detailed view of the perception and implementation of artificial intelligence in the local educational field. The results obtained from this research reveal a notable disparity in the perception of the effectiveness of artificial intelligence tools among respondents. While a significant number of participants do not consider these tools to be effective, surprisingly, more than half of respondents perceive them to be highly effective tools in their application. This variability in responses highlights the diversity of opinions and experiences in relation to the usefulness of artificial intelligence in educational centers in Commune 1 of Cúcuta. By further analyzing these results, factors are identified that could contribute to the divergence of perceptions. Familiarity with the technology, training received in the use of artificial intelligence tools, and previous experience in their implementation are elements that can influence how educators and other education professionals perceive and use artificial intelligence in their daily practices. It is evident that there is a gap in the active adoption of artificial intelligence in the educational processes of Commune 1. Although the majority of respondents have not yet actively incorporated artificial intelligence into their educational practices, it is notable that a significant segment has already experienced with its implementation. This heterogeneous behavior in the adoption of technology suggests the existence of diverse attitudes and approaches towards the integration of artificial intelligence in local education. When considering the implications of these findings, it is crucial to recognize the importance of continuous and adaptive evaluation of the implementation of artificial intelligence in the educational environment. The disparity in perceptions highlights the need to address concerns and provide support to those who have not yet actively adopted these tools. Training and professional development in the use of AI technologies can play a crucial role in closing this gap and fostering greater acceptance and understanding of these tools among educators. Furthermore, the existence of positive implementation experiences highlights the transformative potential of artificial intelligence in education. AI tools can personalize teaching, adapt to individual student needs, and provide instant feedback. These aspects suggest the importance of exploring strategies to promote a broader and more effective adoption of this technology in the educational centers of Commune 1 and, by extension, in other educational contexts. Deeper reflection on the challenges and opportunities associated with integrating artificial intelligence into education is essential to inform future educational policies and practices. The diversity of experiences observed in Commune 1 highlights the need for a contextualized and adaptive approach when implementing artificial intelligence in local educational settings. This study has provided a comprehensive vision of the perception and implementation of artificial intelligence in educational centers in Commune 1 of Cúcuta. Although a diversity of experiences and opinions is evident, the results underscore the importance of addressing the adoption gap active artificial intelligence in education. Training and professional development, along with adaptive strategies, can play a key role in driving more effective integration of artificial intelligence into local and global education settings. This analysis lays the foundation for future research and actions aimed at maximizing the potential of artificial intelligence in the continuous improvement of education.
Descripción
Palabras clave
Inteligencia artificial, Educación, Adopción tecnológica, Percepción docente y Centros Educativos, Artificial intelligence, Education, Technological adoption, Teacher Perception and Educational Centers