Digital learning ecologies in the age of Artificial Intelligence
multimodality, multiliteracies, technology, and ethics
DOI:
https://doi.org/10.46230/lef.v16i2.13212Keywords:
education, artificial intelligence, multimodality, multiliteracies, ethicsAbstract
In the era of Artificial Intelligence (AI), the multiple learning ecologies in which we are immersed influence the creation of new educational territories, impacting individual and collective experiences of teaching and learning across all levels of the educational system. Considering some of the challenges imposed by this context, in this theoretical-reflective essay, we seek to explore the complex relationships between multimodality, multiliteracies, Digital Information and Communication Technologies (DICT), and ethical implications of AI use in contemporary times. In our reflections, we draw on theoretical support regarding learning ecologies (Barron, 2006; Jackson, 2013), multimodality and technology (Canale, 2019; van Leeuwen, 2021), multiliteracies (New London Group, 2021; Kalantzis; Cope, 2023), digital contexts (Jenks, 2010), territorialization (Kambeba, 2021; Leander; Vasudevan, 2011), modes of subjectivation (Foucault, 1997), cyberculture (Lévy, 2010a, 2010b), AI (Kafai; Burke, 2020; Suleyman; Bhaskar, 2023), ethical implications (Benjamin, 1987; Diniz, 2021; Freire, 1992; Linares; Fuentes; Galdames, 2023; Peters, 2018; Santaella, 2023; Segato, 2021) and social aspects associated with its use (Akotirene, 2019; Almeida, 2019; Hooks, 2017; Ngomane, 2022). As preliminary reflections, we highlight the importance of reterritorialization and of taking into account different modes of subjectivation in the digital educational context, considering relevant ethical and social aspects for the articulation of dynamic and critical-reflexive processes regarding the use of these technological advancements in various sectors of social life.
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