Digital Pedagogy based on Connectivism and the use of Artificial Intelligence in Education: an integrative review
Abstract
The teaching and learning process has been transformed by the use of different digital technologies. The use of AIs has recently brought new perspectives to this discussion. The aim of this article is to learn about the uses made of AI in education and the reflections that these practices can bring to a Digital Pedagogy based on Connectivism. To this end, an integrative literature review was carried out. The main results point to possibilities for personalizing education and the need to deepen discussions to consolidate Digital Pedagogy.
Keywords:
Artificial Intelligence, Education, Digital Pedagogy, Connectivism
References
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Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instrutional Techonology and Distance Learning, vol. 2, no. 1, pp. 1 - 9.
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Torraco, R. J. (2005). Writing Integrative Literature reviews: guidelines and examples. Human Resource Development Review, Vol. 4, No. 3, pp. 356-367 (2005).
Vaughan, G., Kovács, Á., & Szűts, Z. (2023). The educational challenges of ChatGPT. In Annales Mathematicae et Informaticae (Vol. 58, pp. 170-181).
Wadmany, R. & Kliachko, S. (2014). The significance of digital pedagogy: teachers' perceptions and the factors influencing their abilities as digital pedagogues. i-manager's Journal of Educational Technology, vol. 11, no 3, pp. 22 - 33.
Whittemore, R. & Knafl, K. (2005). The integrative review: updated methodology. Methodological Issues In Nursing Research, 54 (5), pp. 546-553. DOI: 10.1111/j.1365-2648.2005.03621.x,
Baltar, R., & Baltar, C. S. (2023). Professores serão substituídos pela inteligência artificial?. Authorea Preprints.
Bearman, M., & Ajjawi, R. (2023). Learning to work with the black box: Pedagogy for a world with artificial intelligence. British Journal of Educational Technology, 54(5), 1160-1173.
Bedington, A., Halcomb, E. F., McKee, H. A., Sargent, T., & Smith, A. (2024). Writing with generative AI and human-machine teaming: Insights and recommendations from faculty and students. Computers and Composition, 71, 102833.
Botelho, R. R. L., Cunha, C. C. A. & Macedo, M. (2011). O método da revisão integrativa nos estudos organizacionais. Gestão e Sociedade, vol. 5, 11, pp. 121 - 136.
Broome M.E. (1993). Integrative literature reviews for the development of concepts. In Concept Development. in Nursing, 2nd edn (Rodgers B.L. & Knafl K.A., eds), W.B. Saunders Co., Philadelphia, PA, pp. 231–250.
Castells, M. (1999). A Sociedade em Rede. Ed. Paz e Terra: São Paulo.
Catapan, A. H. (2023). Pedagogia e Tecnologia: a comunicação digital no processo pedagógico. In: ABED 2023, Brasília.
Chiu, W. K. (2021). Pedagogy of Emerging Technologies in Chemical Education during the Era of Digitalization and Artificial Intelligence: A Systematic Review. Education Sciences, vol. 11, 709. DOI: 10.3390/educsci11110709
Cukurova, M., Kralj, L., Hertz, B., & Saltidou, E. (2024). Professional Development for Teachers in the Age of AI. Disponível: [link] Acesso em: 14 abril 2024.
Dewey, J. (1979). Como pensamos: como se relaciona o pensamento reflexivo com o processo educativo, uma reexposição. São Paulo: Ed. Nacional.
Doroudi, S. (2022). The intertwined histories of artificial intelligence and education. International Journal of Artificial Intelligence in Education, 1, 1-44.
Freire, P. (2015). Pedagogía de la autonomía: saberes necesarios para la práctica educativa. Buenos Aires: Siglo Veinteuno Editores.
Kasneci, E. et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274.
Lewin, D.; Lundie, D. (2016). Philosophies of digital pedagogy. Studies in Philosophy and Education, 35, 235-240.
Lunevich, L. (2022). Critical digital pedagogy: Alternative ways of being and educating, connected knowledge and connective learning. Creative Education, 13(6), 1884-1896.
McGuire, A., Qureshi, W., & Saad, M. (2024). A constructivist model for leveraging GenAI tools for individualized, peer-simulated feedback on student writing. International Journal of Technology in Education, 7(2), 326-352.
McLuhan, M.; Powers, B. (1995) La aldea global. Barcelona: Gedisa Editorial.
Mhlongo, S., Mbatha, K., Ramatsetse, B, & Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review. Heliyon, vol. 9. DOI: 10.1016/j.heliyon.2023.e16348
Niemi, H. (2021). AI in learning: Preparing grounds for future learning. Journal of Pacific Rim Psychology, 15, 18344909211038105.
Rodrigues, O. S., & Rodrigues, K. S. (2023). A inteligência artificial na educação: os desafios do ChatGPT. Texto Livre, 16, e45997.
Rufrano, M., & Yeung, J. E. (2024). Digital pedagogy for the present: an artificial intelligence methodology for curriculum development.International Journal of Rechnology in Education, vol. 7, no 2, pp. 326-352. DOI: 10.46328/ijte.639
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instrutional Techonology and Distance Learning, vol. 2, no. 1, pp. 1 - 9.
Toktarova, V. I., & Semenova, D. A. (2020, November). Digital pedagogy: analysis, requirements and experience of implementation. In Journal of Physics: Conference Series (Vol. 1691, No. 1, p. 012112). IOP Publishing.
Torraco, R. J. (2005). Writing Integrative Literature reviews: guidelines and examples. Human Resource Development Review, Vol. 4, No. 3, pp. 356-367 (2005).
Vaughan, G., Kovács, Á., & Szűts, Z. (2023). The educational challenges of ChatGPT. In Annales Mathematicae et Informaticae (Vol. 58, pp. 170-181).
Wadmany, R. & Kliachko, S. (2014). The significance of digital pedagogy: teachers' perceptions and the factors influencing their abilities as digital pedagogues. i-manager's Journal of Educational Technology, vol. 11, no 3, pp. 22 - 33.
Whittemore, R. & Knafl, K. (2005). The integrative review: updated methodology. Methodological Issues In Nursing Research, 54 (5), pp. 546-553. DOI: 10.1111/j.1365-2648.2005.03621.x,
Published
2024-11-04
How to Cite
REIS, Ingrid W.; FISCHER, Carlos Eduardo; PEREIRA, Ricardo; JULIANI, Douglas; ULBRICHT, Vania R..
Digital Pedagogy based on Connectivism and the use of Artificial Intelligence in Education: an integrative review. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 1689-1700.
DOI: https://doi.org/10.5753/sbie.2024.242378.
