Artificial intelligence in the 2023 plan for education training in Uruguay
Inteligencia artificial en el plan 2023 de formación en educación de Uruguay
Inteligência artificial no plano de formação em educação de 2023 do Uruguai
| 2025 | |
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tecnologías emergentes inteligencia artificial formación de educadores currículum competencia digital emerging technologies artificial intelligence educator training curriculum digital competence tecnologias emergentes inteligência artificial formação de educadores currículo competência digital |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3951
https://hdl.handle.net/20.500.11968/7564 http://hdl.handle.net/20.500.11968/7564 |
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| Acceso abierto |
| Sumario: | The simultaneity with which tools based on Artificial Intelligence (AI) become popular and the emergence of the new curricular design for the training of educators in 2023 in Uruguay provide relevance to investigating the AI role in the curriculum. The research seeks to characterize the inclusion of AI in the current teacher training plan. From a qualitative approach, it analyzes the plan's content and the programs of 70 curricular units. As a result, it was found to be named directly on 21 occasions. The incorporation of digital technologies is identified, in general, throughout the entire plan. Digital competencies related to inclusion, communication, attribution, design of classroom activities, and data analysis are present. Weaknesses are evident in the incorporation of AI tools in the didactic dimensions. The number of curricular units in which it is directly referred to is 11; the recording of the risks that this entails is scarce. From the articulation of these curricular features with the country's background and trajectory in terms of technologies used for educational purposes (Ceibal), it is possible to design a SWOT matrix. The conclusions point out the need to more explicitly address the disruption generated by these technologies in the educational space. Thus, it is necessary to provide inputs for the proper use of artificial intelligence, with particular attention to those aspects that are little present in the plan. |
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