Colloquium | Hybrid
As part of the 91st ACFAS convention
The democratization of generative artificial intelligence (AI) (ChatGPT, Bard, Midjourney...), the diversification of e-learning formats (LinkedIn courses, MOOCs, YouTube...) and the post-pandemic technological upheavals in education (distance learning, self-study...) all seem to have shaken the very foundations of education. The teaching community is now questioning “how these technologies might alter different conceptions of the role of the teacher, and what forms teaching and learning might take”. So, rather than being subjected to these new technologies, we need to take a step back and look at how they are used, and the questions that may emerge. Should we be wary of these technologies, of the deleterious effects they can have on education, and seek to counteract them? How can they become a means of responding to the challenges of education and empowerment, or a way of updating our ideals of what teaching and learning are in the 21st century? How do we situate ourselves between technological determinism and the emancipation of subjects? To explore these questions, this symposium offers an opportunity for collective and critical reflection on the value creation associated with the use of new technological tools by teachers, trainers, educational consultants and institutions. We hope to deconstruct some of the myths surrounding technology in education, based on the answers provided by research and in the field, and to see concrete solutions emerge to support and help the educational community use such technologies, both in their development and governance, and in the digital skills to be acquired to use them responsibly, equitably and inclusively, in contexts where accessibility may vary.
