Show simple item record

dc.contributor.authorMateos Blanco, María Belén 
dc.contributor.authorÁlvarez Ramos, Eva María 
dc.contributor.authorAlejaldre Biel, Leyre
dc.contributor.authorParrado Collantes, Milagrosa
dc.date.accessioned2024-05-28T02:17:28Z
dc.date.available2024-05-28T02:17:28Z
dc.date.issued2024
dc.identifier.citationJournal of Technology and Science Education, [S.l.], v. 14, n. 1, p. 77-94, jan. 2024. ISSN 2013-6374.es
dc.identifier.issn2013-6374es
dc.identifier.urihttps://uvadoc.uva.es/handle/10324/67831
dc.descriptionProducción Científicaes
dc.description.abstractA qualitative documentary research of software and multimedia artificial intelligences was chosen to enable the ontological understanding of the object of study that aims to explore the potential for learning through Artificial Intelligence (AI). Besides, it is shown how AI, as a novel component within the digital education landscape, contributes to educational technological capital. In light of our research area, the focus is on determining how AI can be harnessed to enhance the development of communicative competence. This entails identifying and categorizing AI tools relevant to language didactics. The sample size for this study is 120 AI applications, sourcing and compiling data on AI tools from specialized websites. This sample serves as a paradigm justifying a mixed-method study capable of combining quantitative and qualitative data. The variables supporting this study consider four characteristics related to the specific typify of the digital tool in the pedagogical context. The first aspect pertains to the classification of generative AI tools with potential educational use. AI tools enriches and enhances the dimensions of learning underscoring the urgent need for literacy in this technology. The second variable was linked to the Pedagogical Competences of Teachers and the areas. The category in language education pertains to educators’ ability to create, adapt, and employ digital resources that enhance language teaching and learning. The third and fourth identify the skills related to language learning. In the context of learning environments with AI tools, it is essential to contemplate the role of linguistic competence as subordinate to communicative competence.es
dc.format.mimetypeapplication/pdfes
dc.language.isoenges
dc.publisherhttp://www.omniascience.com/es
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.subjectTecnologías: Tecnologías. Generalidades Psicología y educación: Educaciónes
dc.subject.classificationArtificial intelligence, Education, Language, Communicative competence.es
dc.titleVademecum of artificial intelligence tools applied to the teaching of languageses
dc.typeinfo:eu-repo/semantics/articlees
dc.identifier.doihttps://doi.org/10.3926/jotse.2522es
dc.relation.publisherversionhttps://www.jotse.org/index.php/jotse/article/view/2522/788es
dc.identifier.publicationfirstpage77es
dc.identifier.publicationissue1es
dc.identifier.publicationlastpage94es
dc.identifier.publicationtitleJOTSE Journal of Technology and Science Educationes
dc.identifier.publicationvolume14es
dc.peerreviewedSIes
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record