Analysis on the Possibilities of AI in Education

Introduction

Talking about education throughout history has been the key to talking about the possibilities that societies have to advance. Education is intrinsically related to the well-being and progress of peoples. We live in a key moment of the history of humanity since, as we have been able to perceive in recent years, society is facing paradigmatic changes that affect all aspects of human development. It is in this new scenario, where knowledge and information are replacing natural resources, force and/or money as key resources within society. Information and communications, together with digital technologies, have revealed the principal sources of power, modifying the way of relating and organizing in the venture of knowledge. The rapid development of the Information and Communication Technologies (ICT) has allowed knowledge to accumulate and circulate through increasingly sophisticated and powerful technological means. This new context requires governments to reformulate their educational practices and also their strategic management, having to face the challenge of innovation, to modify the model on how the life of these centers develops in respect to the construction of knowledge, and the formation of citizens for this new society. Therefore, all this encourages the introduction of AI within schools, a clear consequence of the fourth industrial revolution, to continue penetrating the different educational levels helping to improve the academic results of students.

The changes produced by new technologies have been analyzed for a long time, observing their impact on different areas of human life. The 21st century entered suddenly promising great changes within that fourth industrial revolution and anticipating a better life for all. In education, the arrival of new technologies has always raised questions about changes: Their content, their means of production and their integration. These changes have deeply interested teachers since they perceive that these new technologies may be the change that this sector has so highly demanded for a long time and it is therefore of special interest to investigate how users perceive the content generated by software (Clerwall, 2014). Systems using artificial intelligence are meeting or exceeding human-level performance in more and more domains, taking advantage of rapid advances in other technologies and driving higher stock prices. However, productivity measure growth has halved over the past decade, and real income has stagnated since the late 1990s for most Americans (Brynjolfsson, Rock, & Syverson, 2017). There is still a huge amount of information that must be analyzed but as yet correct way to achieve this has not been proposed, leaving therefore a deep path untouched that will eventually have to be dealt with and analyzed. All this approach to the integration of new technologies within society comes hand in hand with great changes and great risks such as those assumed by the use of all those data that directly affect people's day-to-day life and the protection of their data, something that really worries users in a cyber-connected world (Saura, Palacio-Marqués and Ribeiro-Soriano, 2021). Everything that has happened in recent years has accelerated the development of information technologies aimed at education. Among these applications, the smart classroom can create broadband network connectivity between schools that share high-quality learning, resources between classes and communication between students in the online learning space, achieving efficient sharing of teaching resources and offering a flexible interactive class. With all this, many schools that seek to introduce this AI in the classroom face new problems such as the increase in the number of devices, the higher costs of complex cabling, the potential security risks and the maintenance operations of the network, which results in an increase in the workload that many governments analyze. Despite all this, the experiences of integration of AI in education have been increasing in recent years as we can analyze in the Beijing Consensus on artificial intelligence and education held during the International Conference on Artificial Intelligence in Education that took place in Beijing in 2019 where the foundations were laid for the first time under the Sustainable Development Goals, specifically the fourth SDG (Goal 4: Guarantee inclusive, equitable and quality education and promote lifelong learning opportunities for all) for the development of educational policies for the use of AI within the different educational policies of the individual countries, which for Unesco is fundamental, and has sought allies such as Google or Microsoft to promote these approaches.