Speaker
Description
Dagogot, M.
College of Education Gindiri, Plateau State Nigeria
dagogotmaanret@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The integration of Artificial Intelligence (AI) technologies into educational practice has accelerated significantly in the early twenty-first century, presenting History educators with both unprecedented opportunity and profound epistemic challenge. This paper examines the use of AI-generated videos in history pedagogy through a qualitative, interpretivist lens, drawing on document analysis, practitioner literature, and theoretically grounded inquiry. The central argument advanced is that AI-generated video occupies a distinctive pedagogical position in history education, one that simultaneously enriches historical imagination and risks distorting the disciplinary foundations of historical thinking. Framed by Wineburg's (2001) historical thinking framework, Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge (TPACK) model, and critical digital pedagogy theory. This paper discovered that AI-generated video tools such as Synthesia, D-ID, RunwayML, and Sora for classroom History instruction have their capabilities and limitations. Four major themes are identified and discussed; the capabilities of AI video for historical imagination and student engagement; the potential of AI video as a platform for disciplinary historical thinking; the epistemic and ethical tensions inherent in deploying AI-generated historical content; and the implications for teacher knowledge and professional practice. The paper raises some valuable recommendations about the ethical use of AI-generated videos for History pedagogy, among which are; the development of a "critical AI literacy" as a foundational competency within history education, and a call for further empirical research into student epistemological responses to AI-generated historical representations.