La vida online, la inteligencia artificial y su lectura pedagógica
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2025
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Universidad de Málaga
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Pattier, D., & Redondo-Duarte, S. (2025). La vida online, la inteligencia artificial y su lectura pedagógica. Márgenes Revista de Educación de la Universidad de Málaga, 6(1), 28–45. https://doi.org/10.24310/mar.6.1.2025.20784
Abstract
La expansión de la vida online y la inteligencia artificial (IA) tiene un impacto transformador en los modelos y prácticas educativas. Estos cambios plantean interrogantes en elementos clave del proceso de enseñanza-aprendizaje. El objetivo del estudio es ofrecer una lectura crítica y pedagógica sobre el impacto de estas dimensiones en la educación. Se propone un análisis estructurado en el que se profundiza, en primer lugar, en el efecto de la vida online en la educación, especialmente en la transformación de los procesos educativos y en la evolución de la relación profesorado-estudiantado. En segundo lugar, se expone un apartado dedicado a la IA aplicada a la educación con especial hincapié en las aplicaciones pedagógicas, las oportunidades y los retos éticos derivados de su uso. Más allá, se reflexiona sobre algunos desafíos y consideraciones futuras sobre la temática. Se destaca cómo la digitalización facilita el acceso y la democratización del aprendizaje, pero también aumenta la brecha digital y plantea problemas éticos relacionados con la privacidad y la seguridad de datos. La IA, por su parte, permite personalizar el aprendizaje y mejorar la eficiencia en tareas docentes, aunque plantea dilemas sobre la deshumanización de la enseñanza y el sesgo en los algoritmos. Se concluye que el docente desempeña un papel crucial como garante de una educación ética y equilibrada. Asimismo, aunque la tecnología ofrece nuevas e interesantes posibilidades, debe ser utilizada en los procesos educativos desde la reflexión y el juicio pedagógico del docente para poder establecer un saludable desarrollo integral del alumnado.
The expansion of online life and artificial intelligence (AI) has a transformative impact on educational models and practices. These changes raise questions about key elements of the teaching and learning process. The aim of this study is to provide a critical and pedagogical interpretation of the impact of these dimensions on education. A structured analysis is proposed, first exploring the effect of online life on education, particularly in terms of the transformation of educational processes and the evolution of the teacher-student relationship. Secondly, a section is dedicated to AI applied to education, with a particular emphasis on pedagogical applications, opportunities, and the ethical challenges arising from its use. Furthermore, reflections are made on some future challenges and considerations regarding the topic. It is highlighted how digitalization facilitates access and the democratization of learning, but also increases the digital divide and raises ethical issues related to privacy and data security. AI, in turn, enables the personalization of learning and improves efficiency in teaching tasks, although it poses dilemmas concerning the dehumanization of education and bias in algorithms. It is concluded that the teacher plays a crucial role as a guarantor of ethical and balanced education. Moreover, although technology offers new and exciting possibilities, it must be employed in educational processes through the reflection and pedagogical judgment of the teacher to establish a healthy integral development of students.
The expansion of online life and artificial intelligence (AI) has a transformative impact on educational models and practices. These changes raise questions about key elements of the teaching and learning process. The aim of this study is to provide a critical and pedagogical interpretation of the impact of these dimensions on education. A structured analysis is proposed, first exploring the effect of online life on education, particularly in terms of the transformation of educational processes and the evolution of the teacher-student relationship. Secondly, a section is dedicated to AI applied to education, with a particular emphasis on pedagogical applications, opportunities, and the ethical challenges arising from its use. Furthermore, reflections are made on some future challenges and considerations regarding the topic. It is highlighted how digitalization facilitates access and the democratization of learning, but also increases the digital divide and raises ethical issues related to privacy and data security. AI, in turn, enables the personalization of learning and improves efficiency in teaching tasks, although it poses dilemmas concerning the dehumanization of education and bias in algorithms. It is concluded that the teacher plays a crucial role as a guarantor of ethical and balanced education. Moreover, although technology offers new and exciting possibilities, it must be employed in educational processes through the reflection and pedagogical judgment of the teacher to establish a healthy integral development of students.
Description
Este trabajo es resultado del proyecto I+D+i “El imperativo de la innovación educativa: análisis de su recepción y articulación en el sistema educativo español (IMP-NOVA)”, con referencia PID2022-138878NA-I00, financiado por el Ministerio de Ciencia e Innovación de España.
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