The entry of artificial intelligence into schools is feasible in two basic ways: teaching with AI, that is, introducing it among teaching tools, and teaching AI, that is, considering it as a subject of study.
As for the AI-learning tool, it can be used as a virtual tutor, which assists or replaces the teacher by interacting directly with the student, for example, providing him or her with the opportunity to practice speaking in a foreign language. But AI can also be used for activities such as generating images, researching sources, developing summaries, and translating-all of these activities that were previously done manually can now be automated. These automations, again if students use them, demotivate previous teaching practices, such as teaching drawing and illustration, and put the school in an identity crisis.
A redefinition of school goals and activities is needed.
Educational activities aimed at consolidating soft skills, i.e., transversal skills such as self-control, empathy, and the ability to collaborate, which are still deeply linked to the human relationship between teacher and students, are not at risk, but traditional hard skills, such as math, Italian, and foreign languages need to be reinterpreted in a new anthropological context, where AI-powered training activities are practiced. Even technical skills can be learned in new ways using artificial intelligence.
Italiano