New Realities
The Impact of Artificial Intelligence on Art Education: A Narrative Review
Paper Presentation in a Themed Session Sheng Kuan Chung
The emergence of artificial intelligence (AI) has opened up a world of possibilities for transforming and revitalizing art education. This comprehensive review explores how AI-enabled technologies can be harnessed to enhance art pedagogy and curriculum, fostering creative expression, critical thinking, and social awareness among the next generation of artists and consumers of visual culture. By leveraging data analytics, AI can help identify successful teaching methods and personalize instruction to cater to individual learning needs. Immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR) can be employed to create engaging and interactive learning experiences that captivate students and deepen their understanding of art. Furthermore, this review investigates the potential of AI in addressing issues of equity and social justice within art education. AI-powered platforms can provide a voice to marginalized populations and promote inclusivity by facilitating personalized learning and empowering underrepresented groups. However, the review also acknowledges the need for art educators to carefully consider the ethical implications of integrating AI into their teaching practices. As we navigate this new frontier, it is crucial to examine the potential challenges associated with AI in art education to ensure that its implementation aligns with the goal of fostering an inclusive and equitable learning environment. This comprehensive review ultimately underscores the exciting potential of AI to nurture creative individuals while emphasizing the importance of a thoughtful and responsible approach to its integration into art education.
Featured Resistance versus Acceptance of the Use of Artificial Intelligence in Teaching and Learning: Statement, Ethical Issues and Prospects for Education and Training
Paper Presentation in a Themed Session Coulibaly Nonlourou Marie Paule
Since the Open Inteligence Artificial (AI) ChatGPT was published at the end of November 2022 (Bisi et al., 2023), a number of questions and concerns have fuelled discussions and reflections on its use by learners. In a context where the pedagogical models of teaching and assessment have not changed, the inclusion of automated tasks and new interpretation operators and proof procedures (Ganascia, 2022) poses a problem for the assessment of skills and the accuracy of the results produced by AI . Our reflections focus, on the one hand, on how teachers, students and parents view the use of AI for teaching practice and the production of academic work and, on the other hand, on the ethical issues and development prospects for education. If the use of AI in education is inevitable, to what extent can it be a tool to help education? The qualitative study based on the literature review and a survey of teachers, students or learners and some parents was inspired by an epistemological approach to first identify perceptions of the use of AI in education, then to establish links with the use or non-use of AI in the production of academic work and finally to examine its implications in education. It emerges that the challenges require a gradual adaptation of teaching pedagogical models and student performance assessment methods to the rapid evolution of digital technology. Similarly, existing educational theories need to be reassessed and innovative AI-supported learning strategies regulated by ethical standards need to be proposed.
Designing a Pedagogically Consistent Rubric for High School Writing and Science: Integrating NGSS, Common Core, and Knowledge Processes
Paper Presentation in a Themed Session Vania Castro, Raigul Zheldibayeva, Ana Karina de Oliveira Nascimento
Since 2022, with the launch of ChatGPT, artificial intelligence has been a hot topic, especially in education. Focusing on the educational environment, much has been asked about the implications of the popularization of AI tools. Drawing from teaching and research experiences, this study shares initial observations on a research project that aligns with these considerations. The research proposes to work on generative AI (GenAI) to provide feedback to high school students in the United States through an educational platform called CGScholar. To do so, GenAI is used in a very guided way, following a specific rubric to provide feedback to students’ writing that is consistent with the curriculum. Thus, in designing the research, a rubric is essential to measuring the quality of the GAI feedback provided. To do so, the authors of this proposal worked on a specific rubric that combined the content expected by students both from the Generation Science Standards (NGSS) and The Common Core Writing Standards, since these are national guidelines for high school students’ writing and science development. Thus, in this paper we focus on the ongoing research, mainly on the process of creating a rubric that corresponds, in terms of pedagogy, to the knowledge processes part of the multiliteracies pedagogy by Kalantzis and Cope (2015, 2023), which involves experiencing, conceptualizing, analyzing and applying. Therefore, we pshare the research experience and its early results, especially considering that using a rubric in GAI environments can be a crucial pedagogical decision.
