Une recension des écrits de 1970 à 2022 sur les rôles de l’enseignant et de l’intelligence artificielle dans le domaine de l’IA en éducation
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Resumo
Cet article présente une recension des écrits sur la façon dont les rôles de l’enseignant et de l’intelligence artificielle (IA) sont abordés dans le domaine de l’intelligence artificielle en éducation (IAED) depuis 1970. Quarante-sept documents, théoriques pour la plupart, ont été analysés à partir des passages relatifs aux tâches confiées à une IA en lien avec les apprenants, les enseignants, les savoirs ou la classe (p. ex. le soutien à la motivation ou la rétroaction personnalisée). Les passages qui discutent du rôle de l’enseignant en lien avec ces différentes composantes ont aussi été analysés (p. ex. le pilotage des interactions en classe ou l’évaluation des apprenants). Les principaux résultats montrent que les développements dans le domaine de l’IAED couvrent un large spectre des attributions de l’enseignant et que, même si inatteignable sur un horizon prévisible, l’ambition scientifique du domaine semble être d’automatiser de plus en plus de tâches de l’enseignant. Il en ressort que le rôle de l’enseignant est très peu discuté dans le domaine, et encore moins les interactions attendues entre enseignants et IA. La discussion propose de réemployer le tétraèdre des TIC en éducation de Faerber (2003), lui-même appuyé sur le triangle didactique de Houssaye (1988), pour conceptualiser le rôle de l’IA en éducation en interaction avec ceux de l’enseignant et de l’apprenant.
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