Abstract:

This paper presents the results of a survey applied to Master students in the areas of Educational Sciences and Technologies and to teachers in Basic and Higher Education in 4 EU countries (Italy, Norway, Portugal and Sweden), within the scope of the project ERASMUS + TASK 21 EdTech and AI for essential skills in the 21st century (reference number 2019-1-FR01-KA203-063063). TASK 21 aims at helping modernize the design of formal educational curricula and the creation of teaching materials that meet the needs of the 21st century.

With the purpose of building a course to be developed within the scope of the project, the survey sought to gather information about the individuals´ knowledge about the use of technologies and artificial intelligence in education, the students' expectations for participation in the final course and the teachers' recommendations for the development of that course. To students it was applied a questionnaire. To teachers a questionnaire
and interviews were both applied. The data were analyzed using qualitative methodologies. The results point to high expectations of students in relation to the role of technologies in improving learning and to the necessary changes at curricular and methodological level, by the teachers.

The results are presented by profile of the participants. First, we describe the results of the questionnaire applied to 60 Master students in the areas of Educational Sciences and Technology Sciences in Italy, Norway and Portugal. The analyzed data indicate that the participants are frequent users of technologies in a personal context, mainly for communicative activities. In an educational context, the results point to the need for better contribution of courses in the development of skills, especially those dealing with innovation.

Then, we present the results of a questionnaire and a semi-directive interview applied to 44 teachers of Basic and Secondary Education and Higher Education in Italy, Portugal and Sweden. The results demonstrate that the participants are frequent users of the technologies, either individually or professionally, although with a difference between countries and between segments in these two types of use.
From the recommendations made by the group of participants, the following principles can be summarized:
1. instrumental dimension of technologies, that is, considering them as a means for the development of essential skills for students;
2. centrality in the student - process based on the concept of co-creation;
3. adequacy of the use of technologies for pedagogical purposes - guarantee of a model that ensures inclusion, personalization, citizenship and democracy.

Keywords:

New technologies, Artificial Intelligence, education, teacher’s knowledge, student’s knowledge.