Análisis comparativo de la planificación de clase tradicional y la planificación asistida por ChatGPT

Abstract

The design of lesson planning is a procedure based on the guidelines and orientations expressed in the national educational curriculum and on the knowledge and experience of the teacher, who executes the planning according to the reality and available resources. Thus, the objective of this work is to analyze the differences between traditional lesson planning and ChatGPT-assisted planning in terms of effectiveness and efficiency in the preparation and execution of lessons. In the methodological aspect, the Sociocritical paradigm was used with a qualitative approach and the type of research applied is descriptive. In the traditional system, teachers usually execute a more or less standardized process that guides their development, a process that consists of several pre-established steps, namely: identification of learning objectives, selection of contents, selection of activities, selection of resources and finally elaboration of evaluations. But what would happen if we were to include technological innovation in lesson planning? Is it possible to use Artificial Intelligence (AI) as an omnipresent and omniscient assistant, assisting the educator throughout the lesson planning process? The results of the data collection instruments showed that teachers spend at least 2 hours per day on planning and, although most of them have ever used an AI, they express the need for training in the subject regardless of their age range. Finally, it is concluded that the inclusion of ChatGPT significantly influences the search for online content and resources and also demonstrates effectiveness and superiority over traditional lesson planning.