Publications

Now showing 1 - 3 of 3

Filling the gap in K-12 data literacy competence assessment: Design and initial validation of a questionnaire
(Elsevier, 2025-03-01) Donate-Beby, Belén; García-Peñalvo, Francisco José; Amo-Filva, Daniel; Aguayo-Mauri, Sofía
As the integration of AI-powered technologies in education grows, data literacy has become a key competence for educators, shaping their ability to navigate and utilize vast amounts of educational data. This study details the development of the Educators Data Literacy Self-Assessment (EDLSA), a questionnaire designed to assess perceived data literacy among K-12 teachers, focusing on its behavioural implications. The development of the EDLSA was rigorous. It involved an exhaustive qualitative review of frameworks and a pilot test in a teachers' Spanish sample (n = 66) provided relevant insights for refining the instrument. Finally, we conducted a comprehensive statistical analysis, which confirmed the instrument's robust reliability (α = 0.976) in measuring teachers' data management competence. The results of the factorial analysis in piloting primary and secondary education samples led to the readjustment of the proposed dimensions into three categories: comprehensive educational analytics, educational problem-solving through data, and promoting meta-learning students through data and ethical implications. Stemmed from the assessed competencies, the EDLSA instrument provides a comprehensive understanding of the human-computer interaction over data in educational settings. Overall, this self-assessment tool presents robust psychometric properties and a framework definition that paves the way for further development among teachers and researchers.
Workshop about developing educative scenarios with GenAI tools
(Zenodo, 2024-06-12) García-Carrasco, J.
The document outlines a workshop designed for Master’s students in ICT applied to education at the University of Salamanca. Led by Francisco José García-Peñalvo, the workshop aims to explore the application of generative AI (GenAI) tools like ChatGPT in education. The objectives include learning to integrate GenAI in teaching, reflecting on its potential and risks, and designing educational scenarios collaboratively. The eight-hour session is part of a course on "Design and Assessment of Digital Resources." Students, mostly with educational backgrounds, engage in a structured process involving an introduction, AI-focused discussions, and hands-on sessions with ChatGPT. Teams of three work to develop and present educational scenarios using GenAI. Examples of tasks include creating stories for primary school, designing gamified learning activities, or developing subject-specific assessments. The emphasis is on the process over the final product. Teams document prompts and workflows and present findings to facilitate peer discussion on lessons learned, focusing on benefits and challenges. Key takeaways stress the importance of an initial introduction to GenAI, collaborative work, and reflection. The workshop highlights the transformative potential of GenAI in education while advocating for critical engagement with its ethical and practical implications.
Embracing GenAI literacy in education: A roadmap for empowerment
(Zenodo, 2024-06-12) García-Peñalvo, Francisco José
The paper discusses the emergence of Generative Artificial Intelligence (GenAI) as a transformative force in education and the necessity of GenAI literacy for both educators and students. GenAI literacy involves understanding generative AI systems, their societal impacts, and ethical implications. It encompasses skills ranging from basic knowledge of how these systems work to critical evaluation and innovative application. For teachers, fostering GenAI literacy requires integrating GenAI concepts into existing curricula without overhauling them, organizing professional development workshops with hands-on training, and forming collaborative learning communities to share best practices. For students, the focus should be on developing critical thinking and ethical reasoning skills, engaging in active-based learning using GenAI tools, and promoting interdisciplinary approaches that span STEM, humanities, and social sciences. The paper argues that GenAI literacy is not limited to mastering tools but also involves cultivating a critical perspective on technology’s role in society. By emphasizing complex thinking competencies, it aims to prepare future generations for AI-augmented environments. This literacy is positioned as a cornerstone for responsibly harnessing AI’s potential and addressing challenges like bias, privacy, and intellectual property. Ultimately, the paper presents a roadmap for empowering individuals and institutions to navigate and shape the evolving AI landscape responsibly and innovatively. It underscores the importance of equipping society with the knowledge and skills necessary to engage meaningfully with one of the most influential technologies of the 21st century.

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