Generative Artificial Intelligence and education, between paradoxical injunctions and a desirable future
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With the rapid development of digital education in recent years, teachers today are expected to incorporate them as a theme into their classroom activities. From introductions to programming to media literacy and discovering digital uses, some teachers are therefore in the process of completely transforming their practices. At the same time, they are also being asked to educate their pupils about sustainability, even though the negative impact of digital technology in this area, and particularly artificial intelligence, is increasingly being highlighted. So, how are teachers coping with these two seemingly contradictory demands? And how do they manage to position themselves and contemplate their personal and professional future in a world in which digital technology has taken on such an important role? In other words, are we currently training teachers who are resistant to digital technology or who are techno-solutionists? This connection between digital technology and sustainability will therefore be the focus of this article. To answer this question, we carried out a study on the digital practices of pre-service teachers and their vision of the future, which we present in this article, with the aim of understanding their worldview in order to better guide them in supporting their students.
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