A Qualitative Focus on School Leaders' Perceptions of Roles, Responsibilities, and Expectations in Enhancing Equitable Access to Educational Technology In the Era of Gen-AI

Year 2024, Volume: 10 Issue: 1, 208 - 227, 31.03.2024

Ali Duran Uğur Ferhat Ermiş

https://doi.org/10.31592/aeusbed.1440249

Abstract

The purpose of this study is to provide a phenomenological perspective on school leaders' perceptions of their roles, responsibilities and expectations in increasing equal access to educational technology in the Age of Artificial Intelligence. This research was conducted through in-depth interviews with a phenomenological approach. The participants consisted of school leaders (school principals [n = 24] and vice principals [n = 18]) working at various educational levels. The qualitative data obtained were analysed by content analysis. Following the data collection process, themes were formed with main words or sentences as a result of descriptive processes. The data obtained through interviews were analysed in a three-stage process of sorting, coding and categorisation. According to the findings, school leaders perceive the responsibility of integrating productive AI technologies into their schools as strengthening the technological infrastructure and supporting R&D studies to ensure equal opportunities in education. In providing equal access to Productive AI educational technologies, the leaders stated that especially economic and socio-economic conditions should be improved and the importance of the correct and efficient use of these technologies. Recommendations for future research are presented.

Keywords

Generative AI, equitable access to educational technology, school leadership, social justice, ChatGPT

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