Análisis Diseños Curriculares de Inteligencia Artificial en Educación Media
DOI:
https://doi.org/10.24215/18509959.37.e19Palabras clave:
Inteligencia artificial, Diseños curriculares, Educación, Escuela media, k12, Planes de estudio, Ciencias de la ComputaciónResumen
Esta investigación plantea la comparación y observación de los Diseños curriculares sobre Inteligencia Artificial (IA) de países que participaron del Encuentro International Computer and Information Literacy Study (ICILS, 2018), y se agregó intencionalmente a la República Argentina de manera de saber el estado de situación de este país. La muestra afectada a este estudio, fue seleccionada por tratarse de países interesados en la calidad educativa relacionada a la Alfabetización Digital. El tiempo en el que se recolectaron los datos fue desde mayo de 2023 a enero de 2024; y el objeto de estudio fueron aquellos contenidos y competencias relacionados a la Inteligencia Artificial, en el Ciclo Básico de escuelas secundarias. Dentro de los principales hallazgos, observamos un escaso desarrollo de un apropiado marco nacional con los contenidos prioritarios en la materia, lo que impide un adecuado y coherente desarrollo de esta materia en los planes de estudio de las distintas jurisdicciones dependientes.
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