The transitional space. Generative Artificial Intelligence as an opportunity for growth
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Published:
Aug 1, 2024
Keywords:
Metacognition, Transitional Space, Teachers’ Professional Development, Technological Pedagogical Content Knowledge (TPACK), Educational Technology, Technology Enhanced Learning (TEL)
Main Article Content
Abstract
This theoretical paper offers an interpretation of Generative Artificial Intelligence (GAI) as an opportunity for growth for individuals and in particular for the professional development of teachers. It argues that GAI systems foster a metacognitive standpoint in human partners, implying that the latter necessarily draw on their own knowledge in the prompt formulation and output analysis phases. This evocative nature is joined by a transitional one: GAI systems are objects, phenomena that stand for the “external” knowledge, that of the corpus of training data, only indirectly, i.e., through standing for an “internal” knowledge, that of the human partner. Consequently, interaction with these systems represents a transitional space, a neutral playing field where internal and external realities coexist. It is a collaborative experience during which new ideas emerge, while others may evolve or take on a specific form. In order to create an active partnership with AI aimed at growth, it is emphasized that teachers are called to be metacognitive professionals who possess complex knowledge that provides for a dynamic relationship between technology, pedagogy and the content of the subject taught.
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Articles - Special Issue
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Chomsky, N. (1980). Rules and representations. Columbia University Press.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (pp. 255–296). Macmillan.
Erikson, E. H. (1968). Identity: Youth and crisis. W. W. Norton & Company.
Esposito, E. (2022). Comunicazione artificiale. Come gli algoritmi producono intelligenza sociale. Bocconi University Press.
European Commission (2022). Ethical guidelines on the use of Artificial Intelligence (AI) and data in teaching and learning for educators. Publications Office of the European Union. https://doi.org/10.2766/153756
Fütterer, T., Fischer, C., Alekseeva, A., Chen, X., Tate, T., Warschauer, M., & Gerjets, P. (2023). ChatGPT in education: Global reactions to AI innovations. Scientific Reports, 13, 15310. https://doi.org/10.1038/s41598-023-42227-6
Grassini, S. (2023). Shaping the future of education: Exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
Iannella, A. (2020). “OK Google, vorrei parlare con la poetessa Saffo”: Intelligenza Artificiale, assistenti virtuali e didattica della letteratura. Thamyris, X(1), 81–104.
Iannella, A., Labruna, T., Santercole, L., & Viti, B. (2021). Reclaiming conversation: Introducing a novel approach to using conversational AI at school. In G. Trentin (Ed.), Conversational Agents as Online Learning Tutors (pp. 119–152). Nova Science.
Iannella, A., & Pagani, V. (2022). La scuola sullo schermo. Il contratto didattico e il curriculum nascosto durante la DaD e la DDI. QTimes - Journal of Education, Technology and Social Studies, XIV(4), 471–486.
İpek, Z. H., Gözüm, A. İ. C., Papadakis, S., & Kallogiannakis, M. (2023). Educational Applications of the ChatGPT AI System: A Systematic Review Research. Educational Process: International Journal, 12(3), 26–55. https://doi.org/10.22521/edupij.2023.123.2
Jackson, P. W. (1966). The Way Teaching Is. In N. L. Gage, S. Corey, & P. W. Jackson (Eds.), The way teaching is. Report of the seminar on teaching (pp. 7–27). National Education Association’s Center for the Study of Instruction; Association for Supervision and Curriculum Development.
Jackson, P. W. (1968). Life in Classrooms. Holt, Rinehart & Winston.
Jeon, J., & Lee, S. (2023). Large Language Models in education: A focus on the complementary relationship between human teachers and ChatGPT. Education and Information Technologies, 28, 15873–15892. https://doi.org/10.1007/s10639-023-11834-1
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693
Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235-251. https://doi.org/10.1080/21532974.2023.2247480
Naranjo Orozco, J. A. (2021). Transitionality, playing, identification and symbolization: Winnicott and Vygotsky. Journal of Psychiatry Reform, 10(9).
OpenAI. (2023). GPT-4 Technical Report. arXiv. https://doi.org/10.48550/arXiv.2303.08774
Parola, A. (2023). La ricerca partecipativa come terzo spazio. Formazione & Insegnamento, 21(1), 122–131. https://doi.org/10.7346/-fei-XXI-01-23_16
Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems, 3, 121–154. doi:10.1016/j.iotcps.2023.04.003
Sabzalieva, E., & Valentini, A. (2023). ChatGPT and Artificial Intelligence in Higher Education: Quick Start Guide. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000385146
Sensevy, G., & Mercier, A. (2007). Agir ensemble: l’action didactique conjointe du professeur et des élèves. PUR.
Snyder, B. R. (1970). The hidden curriculum. Alfred A. Knopf.
Stojanov, A. (2023). Learning with ChatGPT 3.5 as a more knowledgeable other: An autoethnographic study. International Journal of Educational Technology in Higher Education, 20, 35. https://doi.org/10.1186/s41239-023-00404-7
Su, J., & Yang, W. (2023). Unlocking the power of ChatGPT: A framework for applying generative AI in education. East China Normal University Review of Education, 6(3), 355–366. https://doi.org/10.1177/20965311231168423
Sun, L., Huang, Y., Wang, H., Wu, S., Zhang, Q., Gao, C., … Zhao, Y. (2024). TrustLLM: Trustworthiness in large language models. arXiv. https://doi.org/10.48550/arXiv.2401.05561
Turkle, S. (1984). The second self: Computers and the human spirit. Simon & Schuster.
Turkle, S. (1995). Life on the screen: Identity in the age of the internet. Simon & Schuster.
UNESCO. (2019). Beijing consensus on Artificial Intelligence and education. https://unesdoc.unesco.org/ark:/48223/pf0000368303
UNESCO. (2024). Draft AI competency frameworks for teachers and for school students. https://www.unesco.org/en/digital-education/ai-future-learning/competency-frameworks
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes. Publications Office of the European Union. https://doi.org/10.2760/115376
Vygotskij, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Winnicott, D. W. (1953). Transitional object and transitional phenomena [1951]. International Journal of Psychoanalysis, 34, 89–97.
Winnicott, D. W. (1958). Transitional objects and transitional phenomena [1951]. In D.W. Winnicott, Collected papers: Through Paediatrics to Psychoanalysis. Tavistock Publications.
Winnicott, D. W. (1971). Playing & reality. Tavistock Publications.
Wollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet? - A systematic literature review on chatbots in education. Frontiers in Artificial Intelligence, 4, 654924. https://doi.org/10.3389/frai.2021.654924