Abstract:

The integration of specific Artificial Intelligence (AI) tools in the didactic activity is seen as an opportunity but also as a challenge in the resizing of teaching-learning-evaluation strategies. The pros and cons of using such tools in the classroom or any other learning environment demonstrate that AI can accelerate personalized instruction, help assess learners, and provide immediate and ongoing feedback by adapting to real time to students' needs and teachers' intent. From this perspective, curriculum optimization must focus mainly on the training of digital skills necessary for the use of AI, both in the case of teachers and in the case of students.
Following a comparative study on the attitudes and options for certain AI tools specific to academic learning, carried out by investigating a number of 218 subjects (pupils, students, master's students and teachers) relevant results were obtained regarding the attitudes, purpose and preferences of the investigated subjects, for use of certain platforms/tools and trends towards certain AI algorithms. This study was useful in the development of an initial and continuing training program for teachers, centered on competencies aimed at knowledge of AI platforms and their use within didactic strategies, whether personalized or collaborative.

Keywords:

Personalized training, artificial intelligence tools, digital competences, initial and continuous training, didactic skills, curricular optimization.