Abstract
This study explores the cultivation of critical artificial intelligence (AI) literacy among educators and students, focusing on the socio-technical implications of AI. By introducing a novel methodological approach within teacher education, the research addresses the challenge of navigating the paradoxical nature of AI integration amidst polarized discourses. The study investigates the concept of discursive closure, where systemic structures limit debate and imagination, specifically within the context of AI in education. Conducted with pre-service teachers in provincial Uruguay, the research utilized two workshops designed to foster critical discourse on AI futures, employing polarity mapping to facilitate shifts from individual struggles to shared aspirations. These workshops aimed to transcend polarized views of educational technology, promoting systemic, creative, and sustainable collective actions. The pre-service teachers engaged in speculative exercises and polarity mapping to explore systemic paradoxes and potential transformative actions regarding AI integration. By bridging individual experiences with AI and fostering alternative discourses and collective agency, the study reveals a path towards addressing tensions and promoting a culture of collective well-being and innovation in educational settings. The research offers insights into overcoming polarized perceptions and supports a more integrative and collaborative future for AI in education.
Presenters
Ezequiel AlemanDirector, Eastern Regional Institute, Universidad Tecnológica, Lavalleja, Uruguay Virginia Frade
Docente, Departamento de Innovación y Emprendimiento, Programa de Lenguas, Universidad Tecnológica del Uruguay (UTEC), Montevideo, Uruguay
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Discursive Closure, Critical AI Literacy, AI Integration, Polarity Map
