I. Pont-Niclós, Yolanda Echegoyen-Sanz, Patricia Orozco-Gómez, A. Martín-Ezpeleta
{"title":"Creativity and artificial intelligence: A study with prospective teachers","authors":"I. Pont-Niclós, Yolanda Echegoyen-Sanz, Patricia Orozco-Gómez, A. Martín-Ezpeleta","doi":"10.1344/der.2024.45.91-97","DOIUrl":null,"url":null,"abstract":"\nArtificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed. \n","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Digital Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1344/der.2024.45.91-97","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.
期刊介绍:
Digital Education Review (DER) is a scientific, open and peer review journal designed as a space for dialogue and reflection about the impact of ICT on education and new emergent forms of teaching and learning in digital environments. It is published half-yearly (June & December) and it includes articles in English or Spanish. ICT plays an important role in education, raising discussions and important new challenges. Analyze the impact of ICT, new forms of literacy and virtual teaching and learning are the main goals of Digital Education Review. The publication is open to all those investigators who wish to propose articles on this subject. Articles admitted include empirical investigations as well as reviews and theoretical reflections. The journal publishes different kinds of articles: Peer Review Articles: articles that have passed the blind review carried out by a group of experts Reviews: short articles about books, software or websides and PhD Guest and Invited Articles: articles approved by the Editorial Board of the journal. DER publishes issues related with its focus and scope and also monographic issues, centered on a specific subject. Both of them are subjected to a peer review process. Finally, this journal is published by the Digital Education Observatory (OED) and Virtual Teaching and Learning Research Group (GREAV) at the Universitat de Barcelona.