Abstracts
Résumé
Sous l’effet des développements récents de l’intelligence artificielle (IA), la gouvernance scolaire basée sur les données connaît des mutations profondes sur le plan de sa mise en oeuvre, dont les conséquences sont difficiles à anticiper en détail. C’est notamment le cas pour les systèmes scolaires, comme celui du Québec, qui ont embarqué récemment dans la gouvernance scolaire basée sur les données, et dont les tenants et aboutissants sont en grande partie à venir. D’autres systèmes scolaires, notamment ceux des pays anglo-saxons et de certains pays d’Europe de l’Ouest, sont davantage avancés dans cette voie. Les études qui s’y penchent offrent des prises intéressantes pour, d’une part, mieux comprendre les mutations actuelles de la gouvernance scolaire ainsi que ses enjeux et ses conséquences sur les systèmes scolaires et, d’autre part, orienter les gestionnaires dans leur mise en oeuvre de la gouvernance scolaire basée sur les données, ce qui est opportun dans le cas du système scolaire québécois, puisqu’il en est à ses débuts. Aussi, ce texte a pour objectif de réaliser une synthèse des connaissances sur la gouvernance scolaire basée sur les données à l’heure de l’IA.
Mots-clés :
- gouvernance scolaire,
- données scolaires,
- infrastructure de données,
- intelligence artificielle,
- mise en données
Abstract
As a result of recent developments in AI, data-based school governance is undergoing profound changes in its implementation, the consequences of which are difficult to anticipate in detail. This is particularly the case for school systems such as Quebec's which have been late to embark on data-based school governance and whose ins and outs are largely still to come. Other school systems, notably the Anglo-Saxon countries and some Western European countries, are more advanced along this path. These studies offer interesting insights to better understand current changes in school governance, as well as the issues at stake and their consequences for school systems, and to guide managers in their implementation of data-based school governance, which is particularly timely in the case of the Quebec school system since it is in its infancy. The aim of this paper is to provide a synthesis of what we know about data-based school governance in the age of AI.
Keywords:
- school governance,
- school data,
- datafication,
- data infrastructure,
- artificial intelligence
Resumen
Como resultado de los recientes avances en IA, la gobernanza escolar basada en datos está experimentando profundos cambios en cuanto a su aplicación, cuyas consecuencias son difíciles de anticipar en detalle. Esto es especialmente cierto en el caso de los sistemas escolares, como el de Quebec, que se han embarcado recientemente en la gobernanza escolar basada en datos, y cuyos pros y contras están en gran medida por descubrirse. Otros sistemas escolares, en particular los países anglosajones y algunos países de Europa Occidental, están más avanzados en esta vía. Los estudios que examinan esta cuestión ofrecen perspectivas interesantes para comprender mejor los cambios actuales en la gobernanza escolar, así como las cuestiones en juego y sus consecuencias para los sistemas escolares; y para orientar a los gestores en su aplicación de la gobernanza escolar basada en datos, lo que resulta especialmente oportuno en el caso del sistema escolar de Quebec, que se encuentra en sus inicios. El objetivo de este documento es resumir lo que se sabe sobre la gobernanza escolar basada en datos en la era de la IA.
Palabras clave:
- gobernanza escolar,
- datos escolares,
- datificación,
- infraestructura de datos,
- inteligencia artificial
Resumo
A gestão educacional baseada em dados tem sofrido, devido aos recentes desenvolvimentos da IA, alterações profundas na sua aplicação, cujas consequências são difíceis de antecipar em pormenor. É o caso, em particular, dos sistemas escolares, como o do Quebec, que se lançaram tardiamente na gestão educacional baseada em dados e cujos prós e contras ainda estão, em grande parte, por vir. Outros sistemas escolares, nomeadamente os países anglo-saxónicos e alguns países da Europa Ocidental, estão mais avançados neste caminho. Os estudos que analisam esta questão oferecem pistas interessantes para compreender melhor as mudanças em curso na gestão educacional, bem como as questões em jogo e as suas consequências para os sistemas escolares; e para orientar os gestores na implementação de uma gestão educacional baseada em dados, o que é particularmente oportuno no caso do sistema escolar do Quebec, que tem dado os primeiros passos. O objetivo deste documento é fazer uma síntese do que se sabe sobre a gestão educacional baseada em dados na era da IA.
Palavras chaves:
- gestão educacional,
- dados escolares,
- informatização,
- infra-estruturas de dados,
- inteligência artificial
Appendices
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