Generative AI as a Co-Creator of Knowledge: A Connectivist and Constructivist Approach

Abstract

This chapter explores the paradigm shift of artificial intelligence (AI) as a co-creator of knowledge in K-12 education. Framed through the theoretical lenses of connectivism and social constructivism, the chapter examines how AI can be a node within the learning network of teachers, students, and resources, thereby facilitating the collaborative nature of the learning process. By positioning AI as a partner in teaching and learning, educators can leverage AI as a tool that can scaffold students’ understanding within their zone of proximal development and personalize learning materials in accordance with student-centered learning. A comparative classroom scenario is presented that illustrates the implementation of AI as a co-creator of knowledge. This paradigm shift requires educators to reimagine the classroom as a connected learning environment where AI can amplify uniquely human skills. As AI can generate content at the lower levels of Bloom’s taxonomy, assessments must be redesigned to focus on higher-order thinking skills. Critical consideration is given to the ethical and legal challenges AI presents, particularly regarding age-appropriate implementation. The chapter emphasizes the essential role of AI literacy and encourages educators to explore AI tools so that they can model and guide best practices in alignment with social constructivist approaches. Ultimately, educators must be empowered to utilize AI as a tool for cultivating lifelong learning and global citizenship alongside practical job skills in a world where AI is becoming increasingly ubiquitous. Social constructivism and connectivism provide theoretical insights for educators to design practical strategies for effectively integrating AI into their classrooms.