Search

Questions play a fundamental role in classroom interaction. In particular, in Content and Language Integrated Learning (CLIL) classrooms the strategic use of questions can strongly influence the learning process regarding both language and content. This paper emphasizes the interplay between questions, classroom discourse, and Artificial Intelligence (AI) technology in CLIL contexts. It categorizes questions as procedural, display, or referential, looking into their implications and potential in terms of providing occasions for scaffolding in classroom interaction and fostering both language and content processing and learning. Moreover, it underscores the pivotal role of well-crafted prompts in guiding generative AI to aid educators in fostering critical thinking, knowledge construction, and language development among students. [ABSTRACT FROM AUTHOR]

The article examines education in the information age, proposing an informational perspective. By analyzing the epistemology of informational learning, I offer a framework for understanding how individuals acquire knowledge, highlighting the role of design and models in active and constructive learning. Following this, the paper presents the UDL and ODDE educational models, outlining their key features and potential contributions. I then showcase the practical application of these models through case studies focusing on the use of AI to develop personalized learning tools and inclusive environments. I propose EIML as a competence to address the abundance of information in learning and the need for the concept of reciprocity. [ABSTRACT FROM AUTHOR]

The paper takes as its starting point the responses to a question administered to 52 lower secondary school students with Specific Learning Differences (SpLD), aimed at detecting which technologies are used for language learning. From the data collected, it appears that these students, who would particularly benefit from technologies, do not take full advantage of them. We propose a critical examination of technology education (ranging from simple apps to artificial intelligence, such as online translators or Chat GPT) with the objective of enhancing language learning competences and autonomy among students with SpLD. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) is rapidly evolving and changing the way we live and work. The goal of this technology is to create systems that can mimic certain human capabilities such as, for example, natural language processing (NLP, Natural Language Processing), generating content, composing music etc. through the use of advanced algorithms and large amounts of data. In the educational sector, AI systems such as chatbots and AI-based learning platforms are raising many inter- questionings on how they can be potentially used. This paper will present some of the most recent national and international news articles that show how heated and counterintuitive the debate is, still in its infancy, on the use of AI in school and academic tracks. [ABSTRACT FROM AUTHOR]

Nowadays, information technology, through increasingly intelligent systems, has invaded all sectors and fields of our life. The devices we use (excluding computers, smartphones, tablets and similar) are increasingly smart: cars with advanced infotainment systems, smart TVs that are real computers, household appliances connected to the network. All these devices, in some way, use software that have a certain level of intelligence. In this context, agents are autonomous, reactive and proactive software systems, capable of interacting with both the environment in which they reside and other entities. This paper describes in broad terms what are the agents, how they are utilized in cinematography and how their use has contributed to the production of some great films of the last twenty years, such as the trilogy of The Lord of the Rings. [ABSTRACT FROM AUTHOR]