Estrategias didácticas mediadas por inteligencia artificial en prácticas pedagógicas de básica primaria
DOI:
https://doi.org/10.59722/riic.v3i2.1245Keywords:
estrategia didáctica, enseñanza primaria, inteligencia artificial, práctica pedagógica , tecnología educativaAbstract
AbstractThis research seeks to highlight the importance of understanding how pedagogical strategies supported by artificial intelligence are contributing to the transformation of some educational practices used by primary school teachers in the municipality of Istmina, Chocó, located in a rural area of the Colombian Pacific region. The study is framed within the hermeneutic-interpretive paradigm and follows a qualitative methodology aimed at understanding the meanings that teachers assign to the use of these technologies in contexts where connectivity is limited. The research was carried out in three official educational institutions: Escuela Normal Superior Nuestra Señora de las Mercedes, Institución Educativa San Pablo Industrial, and Institución Educativa Bilingüe Andrés Bello. To collect the information, a documentary review of lesson plans, pedagogical guides, institutional educational projects, and guiding documents was conducted, and the information was organized through categories. In addition, semi-structured interviews were applied to twenty-one teachers. The results show the importance of recognizing artificial intelligence as a support resource for creating materials and strengthening teaching processes. However, its implementation is still restricted by the distance between institutional proposals and the real conditions of the territory. Among the main obstacles are limited internet connectivity, the scarce availability of technological equipment, and the need to strengthen teachers’ professional training. Meanings related to the lack of knowledge about these tools also emerge, as well as the urgency of reinforcing digital literacy and the importance of adapting their use to contexts with technological restrictions.
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