PERCEPCIONES DOCENTES FRENTE AL USO DE LA INTELIGENCIA ARTIFICIAL EN EL AULA
DOI:
https://doi.org/10.56219/dialctica.v3i28.5604Keywords:
Artificial intelligence, educational innovation, teacher perceptions, classroom technologyAbstract
The advancement of artificial intelligence (AI) in education has generated diverse reactions among teachers, who face the challenge of integrating these technologies without neglecting their formative role. This article examines the perceptions of teachers at the John F. Kennedy Educational Institution in Villavicencio regarding the use of AI in the classroom, aiming to identify their attitudes, concerns, and levels of technological appropriation. The study adopted a mixed-methods approach with a qualitative emphasis, applying surveys that included both closed and open-ended questions, allowing the collection of quantitative information and narrative opinions from participants. The findings reveal a predominantly positive perception of AI, highlighting its contribution to personalized learning, administrative efficiency, and access to updated information. However, concerns were expressed about ethical issues such as data use, the impact on student autonomy, and the lack of specific training. It is concluded that the effective integration of AI requires teacher training processes and institutional policies that ensure its critical and ethical use.
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