Keywords

Inteligencia artificial generativa, interacción persona-ordenador, alfabetización digital, ética en la educación, resistencia del profesorado, resistencia de los estudiantes

Abstract

La expansión de la inteligencia artificial generativa (IAG) en educación ha reactivado el debate sobre su valor pedagógico, sus riesgos éticos y las nuevas formas de mediación entre docentes, estudiantes y tecnologías. El problema que orienta este estudio radica en que estas formas de mediación, cada vez más presentes en la educación superior, no quedan plenamente explicadas por marcos de integración de tecnologías formulados para entornos digitales no conversacionales. En este contexto, se analiza cómo estudiantes y graduados de programas de posgrado en educación perciben el potencial de modelos de lenguaje como ChatGPT, Claude y Gemini para apoyar aprendizajes significativos, y en qué medida esas percepciones invitan a replantear TPACK y SAMR. Se realizó una investigación cualitativa de enfoque interpretativo, basada en análisis temático-teórico. Los datos se obtuvieron mediante cuestionarios abiertos (N=50) y entrevistas semiestructuradas (N=10) con participantes vinculados a dos universidades de Argentina e Israel. Los hallazgos identifican tres ejes: producción, interacción y ética-resistencia. La IAG es valorada por agilizar la búsqueda de información, apoyar la escritura y expandir ideas, pero también genera preocupaciones sobre dependencia, autenticidad, equidad y responsabilidad pedagógica. La singularidad del estudio radica en articular evidencia empírica y perspectiva de interacción persona-computadora para aportar criterios conceptuales y pedagógicos útiles para la enseñanza, la alfabetización en IA y la orientación institucional.

References

Ahamed, M. M. (2017). Analysis of Human Machine Interaction Design Perspective-A Comprehensive Literature Review. International Journal on Contemporary Computer Research (IJCCR), 1(1), 31–42.
Alshamy, A., Al-Harthi, A. S. A. y Abdullah, S. (2025). Perceptions of Generative AI Tools in Higher Education: Insights from Students and Academics at Sultan Qaboos University. Education Sciences, 15(4), 501. https://doi.org/10.3390/educsci15040501
Aslam, R., Khan, N. y Ahmed, U. (2020). Technology Integration and Teachers’ Professional Knowledge with Reference to International Society for Technology in Education (ISTE)-Standard: A Causal Study. Journal of Education and Educational Development, 7(2), 307–327. https://doi.org/10.22555/joeed.v7i2.31
Ateeq, A., Alzoraiki, M., Milhem, M. y Ateeq, R. A. (2024). Artificial intelligence in education: implications for academic integrity and the shift toward holistic assessment. Frontiers in Education, 9, 1470979. https://doi.org/10.3389/feduc.2024.1470979
ATLAS.ti Scientific Software Development GmbH. (2025). ATLAS.ti. In (Version Version 25) [Computer software]. https://atlasti.com/
Ausat, A. M. A., Massang, B., Efendi, M., Nofirman, N. y Riady, Y. (2023). Can ChatGPT Replace the Role of the Teacher in the Classroom: A Fundamental Analysis. Journal on Education, 5(4), 16100–16106. http://jonedu.org/index.php/joe/article/view/2745
Avidov-Ungar, O. y Eshet-Alkalai, Y. (2014). TPACK Revisited: A Systemic Perspective on Measures for Predicting Effective Integration of Innovative Technologies in School Systems. Journal of Cognitive Education and Psychology, 13(1), 19–31. https://doi.org/10.1891/1945-8959.13.1.19
Bajracharya, J. R. (2021). Technology Integration Models and Frameworks in Teaching and Training. Journal of Training and Development, 6(1), 3–11. https://doi.org/10.3126/jtd.v6i01.41674
Bastian, A., Buchholtz, N. y Kaiser, G. (2025). Using AI chatbots to facilitate mathematics preservice teachers’ noticing skills. Frontiers in Education, 10, 1605921. https://doi.org/10.3389/feduc.2025.1605921
Bearman, M. y Ajjawi, R. (2023). Learning to work with the black box: Pedagogy for a world with artificial intelligence. British Journal of Educational Technology, 54(5), 1160–1173. https://doi.org/10.1111/bjet.13337
Bertaux, D. (1993). La perspectiva biográfica: validez metodológica y potencialidades. En J. M. Marinas y C. Santamarina (Eds.), La historia oral: métodos y experiencias (pp. 149–171). Debate. https://www.comisionporlamemoria.org/archivos/jovenesymemoria/bibliografia_web/metodologia/Bertaux.pdf
Braun, V. y Clarke, V. (2012). Thematic Analysis. En H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, y K. J. Sher (Eds.), APA Handbook of Research Methods in Psychology, Vol. 2: Research Designs: Quantitative, Qualitative, Neuropsy Chological, and Biological (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004
Buckingham Shum, S., Ferguson, R. y Martinez-Maldonado, R. (2019). Human-Centred Learning Analytics. Journal of Learning Analytics, 6(2), 1–9. https://doi.org/10.18608/jla.2019.62.1
Cáceres-Nakiche, K., Carcausto-Calla, W., Yabar Arrieta, S. R. y Lino Tupiño, R. M. (2024). The SAMR Model in Education Classrooms: Effects on Teaching Practice, Facilities, and Challenges. Journal of Higher Education Theory and Practice, 24(2), 160–172. https://doi.org/10.33423/jhetp.v24i2.6816
Campos Retana, R. (2021). Technology Integration Models into adult education: TPACK and SAMR. Actualidades Investigativas En Educación, 21(1), 429–456. https://doi.org/10.15517/aie.v21i1.42411
Cannanure, V. K., Varghese, D., Rivera-Loaiza, C., Noor, F., Das, D., Jain, P., Chang, M., et al. (2023). HCI Across Borders: Towards Global Solidarity. En Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems (pp. 1–5). Association for Computing Machinery. https://doi.org/10.1145/3544549.3573806
Carmi, G. (2025). Learning with Generative AI: An Empirical Study of Students in Higher Education. Education Sciences, 15(12), 1696. https://doi.org/10.3390/educsci15121696
Chan, C. K. Y. y Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8
Chiu, T. K. F. (2025). Developing intelligent-TPACK (I-TPACK) framework from unpacking AI literacy and competency: implementation strategies and future research direction. Interactive Learning Environments, 33(7), 4189–4192. https://doi.org/10.1080/104948 20.2025.2545053
Chiu, T. K. F., Ahmad, Z., Ismailov, M. y Sanusi, I. T. (2024a). What are artificial intelligence literacy and competency? A comprehensive framework to support them. Computers and Education Open, 6, 100171. https://doi.org/10.1016/j.caeo.2024.100171
Chiu, T. K. F., Moorhouse, B. L., Chai, C. S. y Ismailov, M. (2024b). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments, 32(7), 3240–3256. https://doi.org/10.1080/10494820.2023.2172044
Choi, J.-I., Yang, E. y Goo, E.-H. (2024). The Effects of an Ethics Education Program on Artificial Intelligence among Middle School Students: Analysis of Perception and Attitude Changes. Applied Sciences, 14(4), 1588. https://doi.org/10.3390/app14041588
Dar, A. A., Yadav, S. S., Tripathi, R. K., Albalawi, O., Jain, A. y Gautam, P. L. (2025). Managing Ethical Challenges: Ensuring Equity and Integrity in AI-Powered Assessment. En F. T. Moreira y R. O. Teles (Eds.), Improving Student Assessment With Emerging AI Tools (pp. 301–332). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-6170-2.ch011
Desai, S., Sharma, T. y Saha, P. (2023). Using ChatGPT in HCI research—A trioethnography. En Proceedings of the 5th International Conference on Conversational User Interfaces (pp. 1–6). Association for Computing Machinery. https://doi.org/10.1145/3571884.3603755
Dhillon, P. S., Molaei, S., Li, J., Golub, M., Zheng, S. y Robert, L. P. (2024). Shaping Human-AI Collaboration: Varied Scaffolding Levels in Co-writing with Language Models. En Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems (pp. 1–18). Association for Computing Machinery. https://doi.org/10.1145/3613904.3642134
Díaz Galán, E. C. (2025). The two decisive (but insufficient) steps of the Council of Europe and the European Union: two decisive (but insufficient) steps of the Council of Europe and the European Union. Cuadernos de Derecho Transnacional, 17(1), 366–390. https://doi.org/10.20318/cdt.2025.9334
Ding, Z., Ji, Y., Gan, Y., Wang, Y. y Xia, Y. (2024). Current status and trends of technology, methods, and applications of Human Computer Intelligent Interaction (HCII): A bibliometric research. Multimedia Tools and Applications, 83(27), 69111– 69144. https://doi.org/10.1007/s11042-023-18096-6
Do?an, M., Celik, A. y Arslan, H. (2025). AI In Higher Education: Risks and Opportunities From the Academician Perspective. European Journal of Education, 60(1), e12863. https://doi.org/10.1111/ejed.12863
Dorfsman, M. y Horenczyk, G. (2022). Experienced, Enthusiastic and Cautious: Pedagogy Profiles in Emergency and Post-Emergency. Education Sciences, 12(11), 756. https://doi.org/10.3390/educsci12110756
Drugova, E., Zhuravleva, I., Aiusheeva, M. y Grits, D. (2021). Toward a model of learning innovation integration: TPACK-SAMR based analysis of the introduction of a digital learning environment in three Russian universities. Education and Information Technologies, 26(4), 4925–4942. https://doi.org/10.1007/s10639-021-10514-2
Foltynek, T., Bjelobaba, S., Glendinning, I., Khan, Z. R., Santos, R., Pavletic, P. y Kravjar, J. (2023). ENAI Recommendations on the ethical use of Artificial Intelligence in Education. International Journal for Educational Integrity, 19(1), 12. https://doi.org/10.1007/s40979-023-00133-4
Ganga Contreras, F., Abello Romero, J. B., Viancos-González, P., Saéz-San Martin, W. y Andrade Ríos, L. (2024). Dimensiones de la evaluación de universidades según escalas de valoración: Percepción de los expertos latinoamericanos. European Public & Social Innovation Review, 9, 1–22. https://doi.org/10.31637/epsir-2024-1679
García-Peñalvo, F. J. (2023). La integración de la inteligencia artificial generativa en la práctica docente. V Seminário Escola Digital: A Educação na Era da Inteligência Artificial. Centro de Competência TIC da Escola Superior de Educação do Instituto Politécnico de Bragança (CCTIC), Portugal, 21 de abril de 2023. https://doi.org/10.5281/zenodo.7853091
García-Peñalvo, F. J., Llorens-Largo, F. y Vidal, J. (2024). La nueva realidad de la educación ante los avances de la inteligencia artificial generativa. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 9–39. https://doi.org/10.5944/ried.27.1.37716
Harari, Y. N. (2024). Nexus: A Brief History of Information Networks from the Stone Age to AI. Signal. https://www.ynharari.com/book/nexus
Harris, J. y Hofer, M. (2009). Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development. En C. D. Maddux (Ed.), Research Highlights in Technology and Teacher Education 2009 (pp. 99–108). Society for Information Technology & Teacher Education. https://tpack.org/lats/HarrisHoferTPACKDevelopment.pdf
Harris, J., Mishra, P. y Koehler, M. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types. Journal of Research on Technology in Education, 41(4), 393–416. https://doi.org/10.1080/15391523.2009.10782536
Iglar, A., Simkute, A., Sellen, A. y Chignell, M. (2024). Getting Back Together: HCI and Human Factors Joining Forces to Meet the AI Interaction Challenge. En Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (pp. 1–5). Association for Computing Machinery. https://doi.org/10.1145/3613905.3636285
Jauhiainen, J. S. y Garagorry Guerra, A. (2025). Generative AI in education: ChatGPT-4 in evaluating students’ written responses. Innovations in Education and Teaching International, 62(4), 1377–1394. https://doi.org/10.1080/14703297.2024.2422337
Kalantzis, M. y Cope, B. (2025). Literacy in the Time of Artificial Intelligence. Reading Research Quarterly, 60(1), e591. https://doi.org/10.1002/rrq.591
Khan, W. N. (2024). Ethical Challenges of AI in Education: Balancing Innovation with Data Privacy. AI EDIFY Journal, 1(1), 1–13. https://researchcorridor.org/index.php/aiej/en/article/view/238
Long, D. y Magerko, B. (2020). What is AI Literacy? Competencies and Design Considerations. En Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1–16). Association for Computing Machinery. https://doi.org/10.1145/3313831.3376727
Markauskaite, L., Marrone, R., Poquet, O., Knight, S., Martinez-Maldonado, R., Howard, S., Tondeur, J., et al. (2022). Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? Computers and Education: Artificial Intelligence, 3, 100056. https://doi.org/10.1016/j.caeai.2022.100056
Mejía Navarrete, J. (2000). El muestreo en la investigación cualitativa. Investigaciones Sociales, 4(5), 165–180. https://doi.org/10.15381/is.v4i5.6851
Mertala, P., López-Pernas, S., Vartiainen, H., Saqr, M. y Tedre, M. (2024). Digital natives in the scientific literature: A topic modeling approach. Computers in Human Behavior, 152, 108076. https://doi.org/10.1016/j.chb.2023.108076
Mieles Barrera, M. D., Tonon, G. y Alvarado Salgado, S. V. (2012). Investigación cualitativa: el análisis temático para el tratamiento de la información desde el enfoque de la fenomenología social. Universitas Humanística, (74), 195–225. https://hdl.handle.net/20.500.14330/CLA01000408197
Muller, M., Kantosalo, A., Maher, M. L., Martin, C. P. y Walsh, G. (2024). GenAICHI 2024: Generative AI and HCI at CHI 2024. En Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (pp. 1–7). Association for Computing Machinery. https://doi.org/10.1145/3613905.3636294
Muthmainnah, M., Asad, M. M., Yakin, A. A. y Almusharraf, N. M. (2025). Human-robot interaction using ChatGPT for technology driven language learning: contextual insights from the higher education institution of Indonesia. Asian Education and Development Studies, 15(3), 637–657. https://doi.org/10.1108/aeds-01-2025-0038
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W. y Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041
Nikolopoulou, K. (2024). Generative Artificial Intelligence in Higher Education: Exploring Ways of Harnessing Pedagogical Practices with the Assistance of ChatGPT. International Journal of Changes in Education, 1(2), 103–111. https://doi.org/10.47852/bonviewIJCE42022489
Pelletier, K., Robert, J., Arbino, N., Muscanell, N., McCormack, M., Reeves, J., McDonald, B., et al. (2023). 2023 EDUCAUSE Horizon Report: Holistic Student Experience Edition. EDUCAUSE. https://library.educause.edu/resources/2023/10/2023-educause-horizon-report-holistic-student-experience-edition
Petricini, T., Zipf, S. y Wu, C. (2024). Perceptions About Generative AI and ChatGPT Use by Faculty and Students. Transformative Dialogues: Teaching and Learning Journal, 17(2), 63–87. https://doi.org/10.26209/td2024vol17iss21825
Pfeiffer, A., Wernbacher, T., Wawra, M., Bezzina, S. y Dingli, A. (2025). Advanced Gamification and AI-Driven Assessments: Opportunities and Ethical Challenges in Education. En INTED2025 Proceedings (pp. 268–271). IATED. https://doi.org/10.21125/inted.2025.0119
Presno Linera, M. Á. y Meuwese, A. (2024). La regulación de la inteligencia artificial en Europa. Teoría y Realidad Constitucional, 54, 131–161. https://doi.org/10.5944/trc.54.2024.43310
Puentedura, R. R. (2014, December 11). SAMR and TPCK: A Hands-On Approach to Classroom Practice. Hipassus. https://hippasus.com/blog/2014/12/11/samr_and_tpck_a_1
Raza, H. (2024). AI-Driven Assessment: Reliability, Bias, and Ethical Implications. AI EDIFY Journal, 1(2), 36–47. https://researchcorridor.org/index.php/aiej/en/article/view/261
Rehman, Z. U. y Aurangzeb, W. (2021). The SAMR Model and Bloom’s Taxonomy as a Framework for Evaluating Technology Integration at University Level. Global Educational Studies Review, 6(4), 1–11. https://doi.org/10.31703/gesr.2021(VI-IV).01
Rodrigues, M., Silva, R., Borges, A. P., Franco, M. y Oliveira, C. (2024). Artificial intelligence: threat or asset to academic integrity? A bibliometric analysis. Kybernetes, 54(5), 2939–2970. https://doi.org/10.1108/k-09-2023-1666
Salomon, G., Perkins, D. N. y Globerson, T. (1991). Partners in Cognition: Extending Human Intelligence with Intelligent Technologies. Educational Researcher, 20(3), 2–9. https://doi.org/10.3102/0013189x020003002
Selwyn, N. (2021). Education and Technology: Key Issues and Debates. Bloomsbury Publishing. https://www.bloomsbury.com/uk/education-and-technology-9781350145566
Sen, A. (2017). Well-Being, Agency and Freedom the Dewey Lectures 1984. En T. Brooks (Ed.), Justice and the Capabilities Approach (pp. 3–55). Routledge. https://doi.org/10.4324/9781315251240-1
Sharma, S. y Shrestha, S. (2024). Integrating HCI Principles in AI: A Review of Human-Centered Artificial Intelligence Applications and Challenges. Journal of Future Artificial Intelligence and Technologies, 1(3), 309–317. https://doi.org/10.62411/faith.3048-3719-47
Urresti, M. (2008). Ciberculturas juveniles: los jóvenes, sus prácticas y sus representaciones en la era de Internet. Buenos Aires: La Crujía.
Weidinger, L., Uesato, J., Rauh, M., Griffin, C., Huang, P.-S., Mellor, J., Glaese, A., et al. (2022). Taxonomy of Risks posed by Language Models. En Proceedings of the 2022 ACM Conference on Fairness, Accountability, and Transparency (pp. 214–229). Association for Computing Machinery. https://doi.org/10.1145/3531146.3533088
Yavuz, F., Çelik, Ö. y Yava? Çelik, G. (2025). Utilizing large language models for EFL essay grading: An examination of reliability and validity in rubric-based assessments. British Journal of Educational Technology, 56(1), 150–166. https://doi.org/10.1111/bjet.13494
Zamri, M. T. y Mohamad, S. N. A. (2025). Technology Integration in Education: A Review and Analysis of SAMR Model. International Journal of Research and Innovation in Social Science, 8(3), 6195–6200. https://doi.org/10.47772/IJRISS.2024.803463S

Fundref

N/A

Crossmark

Technical information

Received: 2026-03-02 | Reviewed: 2026-03-18 | Accepted: 2026-03-25 | Online First: 2026-07-17 | Published: 2026-07-19

Metrics

Metrics of this article

Views: 38099

Abstract readings: 36810

PDF downloads: 1289

Full metrics of Comunicar 77

Views: 459033

Abstract readings: 446071

PDF downloads: 12962

Cited by

Cites in Web of Science

Currently there are no citations to this document

Cites in Scopus

Currently there are no citations to this document

Cites in Google Scholar

Currently there are no citations to this document

Descarga

Métricas alternativas

Cómo citar

Marcelo I. Dorfsman. (2026). Replanteando los modelos tradicionales de la tecnología educativa en la era de la IA generative. Comunicar, 34(86). 10.5281/zenodo.21421393

Share

        

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul Reino Unido

Administración

Redacción

Creative Commons

Esta web utiliza cookies para obtener datos estadísticos de la navegación de sus usuarios. Si continúas navegando consideramos que aceptas su uso. +info X