Generative intelligence for a competent and inclusive teacher. The experience of inclusive planning in the Teaching Technologies Laboratory of the Degree course in Primary Education Sciences

Abstract

Chatbots are revolutionizing Instructional Design by offering new dynamics and fields of interest in order to personalize the learning experience. Students are now able to learn from all over the world at an unparalleled pace and from different cultural perspectives.

Therefore, it is crucial that educators and schools adapt to this changing environment, to offer all students the tools they need to successfully navigate their educational journey. In the first part of the article, a framework of documentation is proposed to contextualize the theme of artificial intelligence in the field of education and instruction. In relation to this, pedagogical reflection is called upon to revisit the relationship between education and digital technology, and above all, to rethink the professional profile of the inclusive teacher as a strategic agent of change. Subsequently an experience is proposed that involved students of the Primary Education Sciences course of the University of Udine in an educational design process based on Instructional Design and supervised through the use of ChatGPT to test the level of contribution of this resource in order to ensure the creation of inclusive, stimulating and effective learning experiences. By incorporating feedback and suggestions from supervision, teachers can continually improve and refine their teaching practices, ensuring maximum benefit for students.