The Future of ICT/LKT in the Teaching and Learning of Social Sciences, Geography, and History: Adaptive Learning and Artificial Intelligence

Introduction

The development and widespread use of the internet, the expansion of the use of mobile technologies and the development of all kinds of apps for laptops, mobiles and tablets have developed different learning modalities with Information and Communication Technologies (ICT) and Knowledge and Learning Technologies (KLT) in the following terms (Delgado-Algarra & Lorca-Marín, 2019): e-Learning are lessons developed online, including teleformation, distance learning, virtual teaching or online teaching in a flexible way. Regarding m-Learning, they are lessons developed through mobile devices and they are able to develop asynchronous, synchronous or interaction learning during the lessons. In relation to b-Learning they are lessons developed in a blended way that combines asynchronous meetings of e-Learning with synchronous meetings of face-to-face, including virtual learning environments (LMS), multimedia resources, virtual communication tools (forums, in its non-face-to-face phase) emails, etc.), downloadable documents, videoconferences, webinars, inverted classroom, project work, etc. Finally, u-Learning is related to ubiquitous learning lessons supported in the extension of e-Learning environments with the inclusion of apps and services associated with mobile devices. In general, the most relevant sectors would be education, media, information managers, computer services and technological research. Moving away from positions based on technological determinism, the development of technologies no longer determines the changes in social structures or the transformation of the teaching-learning process. Nowadays, adaptive systems are at least composed of methods that allow users to organize contents to be learned, techniques of matching the presentation of properly contents adapted to individual students in a personalized way and multiple assessment inputs to evaluate students' skills. On the other hand, as a new social, political and economic challenge, ABC Newspaper (September 25, 2017) talk about Artificial Intelligence (AI) as an unstoppable process.

On the other hand, most of experts considers that society has entered in the fourth industrial revolution. It implies ubiquitous changes characterized by a fusion of technologies that is blurring the lines that differentiate physical, digital and biological spheres (Klaus, 2015). Authors such as Arntz, Gregory & Zierahn (2016) indicates that this digitization and automation of work is one of the most important societal and economic trends in the world. This has influence over education possibilities and, due to the importance for the current society, teachers of Social Sciences, Geography and History should not ignore these changes that affect the lives of people in society, connecting past, present and future and including these changes as relevant social and environmental issues. In other words, in the fourth industrial revolution people will be replaced by robots in certain jobs (and new jobs will be created). This would imply important changes at social and economic level in the mid-term that should be considered as an issue for research, analysis and reflection in the teaching and learning of Social Sciences with other school areas such as natural sciences.