{"id":34842,"date":"2026-05-12T08:46:09","date_gmt":"2026-05-12T06:46:09","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=34842"},"modified":"2026-05-12T08:46:19","modified_gmt":"2026-05-12T06:46:19","slug":"ia-a-lensenyament-tecnic-el-risc-de-la-descarrega-cognitiva-i-el-tempo-com-a-deontologia","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/ia-a-lensenyament-tecnic-el-risc-de-la-descarrega-cognitiva-i-el-tempo-com-a-deontologia\/","title":{"rendered":"IA a l\u2019ensenyament t\u00e8cnic: el risc de la desc\u00e0rrega cognitiva i el tempo com a deontologia"},"content":{"rendered":"
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Imatge creada per\u00a0 IA.<\/div>\n
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Llic\u00e8ncia Creative Commons<\/a><\/p>\n

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 <\/p>\n

Antoni Hern\u00e1ndez-Fern\u00e1ndez<\/strong><\/a><\/span><\/p>\n

 <\/p>\n

La nostra comunitat educativa porta temps debatent si<\/em> cal incorporar la intel\u00b7lig\u00e8ncia artificial (IA) a la doc\u00e8ncia. Per\u00f2, en el context dels docents d\u2019ensenyaments t\u00e8cnics, donat que estem formant professionals en els sectors tecnol\u00f2gics, potser la pregunta pertinent no \u00e9s si cal, sin\u00f3 quan<\/em>. I, al bell mig d’un entorn marcat per la pressi\u00f3 institucional i medi\u00e0tica per la innovaci\u00f3, en un mercat laboral molt competitiu, aquesta distinci\u00f3 \u00e9s crucial.<\/p>\n

Tal com he argumentat previament<\/a>, la introducci\u00f3 de qualsevol tecnologia educativa no ha de ser una finalitat en si mateixa. Llevat de les mat\u00e8ries tecnol\u00f2giques, o moments espec\u00edfics del curr\u00edculum, on la tecnologia educativa \u00e9s l’objecte d’estudi (cas d\u2019algunes mat\u00e8ries dels nostres graus i m\u00e0sters), la tecnologia \u00e9s un mitj\u00e0. Per\u00f2 introduir-la abans<\/em> que l’alumne hagi adquirit els marcs conceptuals necessaris \u00e9s contraproduent: genera depend\u00e8ncia instrumental, superficialitat a l\u2019aprenentatge i un fals sentiment de comprensi\u00f3. La pregunta que ens hem de fer, doncs, no \u00e9s ‘ha d’usar la IA el meu alumne?’, sin\u00f3 ‘ha apr\u00e8s ja el suficient per poder-la usar cr\u00edticament?’.<\/p>\n

Hom veu clarament que donar una calculadora a un alumne de prim\u00e0ria que encara no sap multiplicar \u00e9s perjudicar el seu aprenentatge, i el seu desenvolupament del c\u00e0lcul mental. El mateix passa amb els alumnes que, per exemple, estan aprenent els fonaments de la programaci\u00f3 als nostres campus: emprar la IA com a drecera els perjudica. El tempo, <\/em>el moment adequat d’introducci\u00f3, \u00e9s el primer criteri deontol\u00f2gic de qualsevol docent que vulgui usar la IA amb responsabilitat.<\/p>\n

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La desc\u00e0rrega cognitiva de la IA generativa<\/strong><\/p>\n

El risc no \u00e9s hipot\u00e8tic. La recerca recent \u00e9s inequ\u00edvoca: quan els estudiants fan servir eines d’IA generativa com a drecera, no aprenen, o aprenen menys. El fenomen t\u00e9 nom t\u00e8cnic: cognitive offloading<\/em>, o desc\u00e0rrega cognitiva (Risko & Gilbert, 2016). Es produeix quan l’estudiant externalitza a la m\u00e0quina les operacions mentals que hauria de fer ell: recuperaci\u00f3, s\u00edntesi, raonament, planificaci\u00f3, creativitat, pensament cr\u00edtic. A curt termini, els resultats poden semblar millors; a mig i llarg termini, el pensament de nivell superior \u2014el que esquematitza, per exemple, la Taxonomia de Bloom<\/a>\u2014 es veu comprom\u00e8s (Gerlich, 2025).<\/p>\n

La IA generativa \u00e9s, literalment, flu\u00efdesa a demanda<\/em>. I el problema \u00e9s que les tasques dif\u00edcils \u2014les desirable difficulties<\/em> de la literatura pedag\u00f2gica\u2014 s\u00f3n precisament les que consoliden l’aprenentatge, especialment a la universitat. Quan l’alumne els esquiva, pot obtenir una bona nota emprant les dreceres de la IA, per\u00f2 no construeix compet\u00e8ncia real. S’ha documentat fins i tot que l’\u00fas prolongat d’IA sense regulaci\u00f3 porta a un declivi en la retenci\u00f3 de la mem\u00f2ria i en la qualitat del raonament (Lodge & Loble, 2026). Fan et al. (2025) han encunyat el terme metacognitive laziness<\/em> (vag\u00e0ncia metacognitiva) per descriure com la comoditat de la IA pot erosionar els processos autoreguladors essencials per a qualsevol aprenentatge profund.<\/p>\n

El repte educatiu \u00e9s, doncs, doble: evitar que la IA es converteixi en una pr\u00f2tesi cognitiva permanent, i crear al mateix temps un clima d’aula on l’alumne pugui ser honest sobre el seu \u00fas\u00a0 de la tecnologia. La honesta autoavaluaci\u00f3 (He apr\u00e8s? Entenc i\/o sabria fer jo el que ha generat la m\u00e0quina?) \u00e9s una compet\u00e8ncia que cal ensenyar expl\u00edcitament, en especial en la formaci\u00f3 t\u00e8cnica que impartim a la UPC.<\/p>\n

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El codi deontol\u00f2gic docent: la tecnologia com a responsabilitat professional<\/strong><\/p>\n

La majoria del professorat desconeix que existeix un Codi Deontol\u00f2gic Docent<\/strong> (CDD) que hauria d’orientar la seva pr\u00e0ctica professional. El Col\u00b7legi Oficial de Doctors i Llicenciats en Filosofia i Lletres i en Ci\u00e8ncies de Catalunya va aprovar el 2021 un CDD que incorpora de manera expl\u00edcita el comprom\u00eds del professorat amb l’\u00fas responsable i \u00e8tic de la tecnologia (Hern\u00e1ndez-Fern\u00e1ndez, 2025). Aix\u00f2 no \u00e9s anecd\u00f2tic: \u00e9s el reconeixement que cada decisi\u00f3 tecnol\u00f2gica a l’aula t\u00e9 conseq\u00fc\u00e8ncies sobre la formaci\u00f3 dels professionals que forgem a classe, i tamb\u00e9 de retruc sobre la ciutadania, la privadesa, l’autonomia personal de l’alumnat i l’equitat educativa.<\/p>\n

En el context educatiu, aquest comprom\u00eds s\u2019hauria de concretar en obligacions ben definides: actualitzar les compet\u00e8ncies digitals pr\u00f2pies, con\u00e8ixer la normativa sobre protecci\u00f3 de dades, prevenir el plagi, analitzar els biaixos algor\u00edtmics i els interessos corporatius de les eines que es proposen a l’alumnat, i garantir la confidencialitat de la informaci\u00f3 acad\u00e8mica. Per\u00f2, sobretot, implica quelcom de m\u00e9s profund: posar la tecnologia al servei de l’aprenentatge, i no a l’inrev\u00e9s. Cal per aix\u00f2 una revisi\u00f3 exhaustiva de les activitats que demanem als alumnes: es poden fer a cop de clic? Quines activitats plantejo que millorin el seu aprenentatge, donat el context actual?<\/p>\n

L’\u00fas de la IA a l’aula no \u00e9s opcional ni exclusiu del professorat de disciplines t\u00e8cniques. Afecta tot el claustre, totes les \u00e0rees. Potser tenim, per ara, alguna excepci\u00f3 que confirma la norma. Per\u00f2 la deontologia, dissortadament, continua absent tant a la formaci\u00f3 inicial i continua del professorat, com a les lleis educatives i, encara pitjor, a la reflexi\u00f3 de bona part del professorat.<\/p>\n

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A mode de conclusi\u00f3<\/strong><\/p>\n

Cal incorporar el tempo<\/em> com a criteri pedag\u00f2gic i el codi deontol\u00f2gic com a marc professional. Valorar qu\u00e8 guanyem i tamb\u00e9 qu\u00e8 es pot perdre amb la IA a l\u2019aula, i els riscos, cas de la desc\u00e0rrega cognitiva esmentada aqu\u00ed. Significa, paradoxalment, no emprar la IA de forma anecd\u00f2tica o gratu\u00efta, com a moda, donat el conegut impacte ambiental i did\u00e0ctic que hi t\u00e9: cal integrar-la a les disciplines de forma pragm\u00e0tica, meditada, \u00fatil i cr\u00edtica per a una pr\u00e0ctica professional actualitzada, pensant en el present i sobre tot en el futur del nostre estudiantat. Vol dir doncs educar en les seves conseq\u00fc\u00e8ncies ambientals, socials, tecno\u00e8tiques i cognitives. I implica crear les condicions perqu\u00e8 l’alumne aprengui de deb\u00f2<\/em>, amb esfor\u00e7 productiu, amb la m\u00e0quina com a refor\u00e7 i agent de millora i acompanyament, no \u00fanicament com a eina de desc\u00e0rrega cognitiva o drecera per a fer tasques i aprovar.<\/p>\n

El pensament cr\u00edtic a la doc\u00e8ncia passa per dubtar d\u2019incorporar tecnologies sense rumiar b\u00e9 el seu impacte a l\u2019aprenentatge: apliquem a la IA el principi de prud\u00e8ncia de la Declaraci\u00f3 de Barcelona<\/a> (Steels & L\u00f3pez de Mantaras, 2018). Perqu\u00e8 a l\u2019ensenyament, en general, \u00e9s millor tenir evid\u00e8ncies del que apliquem a classe, i en aquest sentit, com se sol dir, en educaci\u00f3 \u00e9s millor estar a la pen\u00faltima que a la \u00faltima.<\/p>\n

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\u00a0<\/strong>Refer\u00e8ncies:<\/strong><\/h6>\n

Fan, Y., Tang, L., Le, H., et al. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. British Journal of Educational Technology<\/em>, 56(2), 489\u2013530. https:\/\/doi.org\/10.1111\/bjet.13544<\/a><\/p>\n

Gerlich, M. (2025). AI tools in society: Impacts on cognitive offloading and the future of critical thinking. Societies<\/em>, 15(1), 1\u201328. https:\/\/doi.org\/10.3390\/soc15010006<\/a><\/p>\n

Hern\u00e1ndez-Fern\u00e1ndez, A. (2026, 28 de gener). When to use technology in the classroom. Educational Evidence<\/em>. https:\/\/educationalevidence.com\/en\/when-to-use-technology-in-the-classroom\/<\/a><\/p>\n

Hern\u00e1ndez-Fern\u00e1ndez, A. (2025). Tecnologia, tecno\u00e8tica i codi deontol\u00f2gic docent. Revista de tecnologia\u00bb, 13, p. 56-59.<\/em> http:\/\/hdl.handle.net\/2117\/442517<\/a><\/p>\n

Lodge, J. M., & Loble, L. (2026). Artificial intelligence, cognitive offloading and implications for education<\/em>. Network for Quality Digital Education \/ University of Technology Sydney. https:\/\/www.uts.edu.au\/news\/2026\/03\/experts-warn-unstructured-ai-use-in-schools-risks-cognitive-atrophy<\/a><\/p>\n

Risko, E. F., & Gilbert, S. J. (2016). Cognitive offloading. Trends in Cognitive Sciences<\/em>, 20(9), 676\u2013688. https:\/\/doi.org\/10.1016\/j.tics.2016.07.002<\/a><\/p>\n

Steels, L., & L\u00f3pez de Mantaras, R. (2018). The Barcelona declaration for the proper development and usage of artificial intelligence in Europe. AI communications<\/em>, 31(6), 485-494. http:\/\/doi.org\/10.3233\/aic-180607<\/p>\n

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Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

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