Propuesta IA-TPACK para la formación de docentes en ejercicio: una mirada teórica previa para su implementación

Abstract

This work focuses on designing a pedagogical and didactic proposal to strengthen the Technological Pedagogical Content Knowledge (TPACK) framework of teachers in service at a public school in the city of Bogotá, D.C., based on the ethical and critical integration of Artificial Intelligence (AI) in AI convergence education. To evaluate the relevance, quality, coherence, and adaptation of the proposal, the design is validated through expert judgment using the individual method, and a rubric is used as an evaluation tool to measure the elements described. The analysis of the results reveals, together with the triangulation of the observations made in the rubric, that the first design presents levels of disagreement among the experts in most of the criteria evaluated, which shows that the structure of the proposal must be rearranged to reduce ambiguity in the approach to the criteria and/or the difficulty in identifying key elements such as planning tools and activities. This work highlights the importance of the iterative cycles characteristic of the design-based research (DBR) methodological approach, for which improvements, adjustments, and modifications are proposed when using AI to assess student learning, validate its impact in the classroom with students, as a real indicator of strengthening their TPACK, adding transfer activities in the real context of their class, incorporating the specific context of the teacher, area of training, subject taught, in the planning of the proposed activities, development of workshops on the use, creation, and testing of prompts for teaching and learning management, creation and use of tutors such as chatbots for personalized learning.