Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.Anno XIII, Numero 1
Prospettive di ricerca su Intelligenza artificiale e Educazione
Socially Assistive Robotics and Inclusive Education: theoretical perspectives and practical applications in intellectual disability
Michele Baldassarre, Lia Daniela Sasanelli
Technoscience and Citizenship: A Dewey-inspired Reading of the Educational Challenges of Contemporary Participatory Democracy
Rita Minello, Andrea Mattia Marcelli
Digital ethics
Chiara Cavarra
The “augmented” teaching: the role of artificial intelligence in the personalization of teaching-learning processes
Nicola Santangelo, Lidia Maria Mele
Artificial intelligence, personalization of teaching and individual self-determination
Nicola Santangelo, Mariolina Ciarnella
Artificial intelligence and new perspectives for pedagogical research
Agnese Rosati, Riccardo Sebastiani
For gender pedagogy. Education, school and society
Agnese Rosati
From digital immigrant to digital citizen: a psico-pedagogical intervention to foster digital skills in teachers
Anna Maria Mariani, Luigi Piceci
AI as an accompanying tool for teachers and students within the university system
Roberto Orazi, Alessio Moriconi, Stefano Pasqua
When my child is AI. Learning and experiencing through AI outside the school: the experiences of a community AI
Salvatore Iaconesi, Oriana Persico
Self-assessment on a digital platform for an effective Ongoing University Guidance
Valeria Biasci, Conny De Vincenzo, Nazarena Patrizi
Humanoid Robotics: a teaching/learning challenge
Michele Baldassarre, Paola Lisimberti, Valeria Tamborra
Anno I, Numero 2
2009
Anno I, Numero 1
2009
Artificial intelligence and new perspectives for pedagogical research
Abstract
Through an interdisciplinary interpretation reflecting the complexity of the topic, the authors intend to provide guidelines and perspectives on pedagogical research in order to analyse AI in relation to learning and lifelong training. Is artificial intelligence really a resource worthy of investment in an educational context? What are its strengths and possible risks? What are its possible impacts on educational practices? The paper focuses on these issues to identify entry points for pedagogical reflection, in order to delineate an interdisciplinary path towards making Pedagogy a cutting edge science.
