Öğretmen Adaylarının Dijital Yeterlikleri ile Yapay Zekâ Okuryazarlıkları Arasındaki İlişkinin İncelenmesi

Abstract

Bu çalışmanın amacı, öğretmen adaylarının dijital yeterlikleri ile YZ okuryazarlıkları arasındaki ilişkiyi incelemektir. İlişkisel modele göre tasarlanan çalışmanın evrenini Karadeniz Bölgesi’nde bulunan bir üniversitenin Eğitim Fakültesi öğrencileri oluşturmaktadır. Örneklemde, küme örnekleme yöntemiyle belirlenen 714 öğretmen adayı yer almaktadır. Veri toplama aracında; Kişisel Bilgi Formu, Üniversite Öğrencileri Dijital Yeterlikler Ölçeği ve Yapay Zekâ Okuryazarlığı Ölçeği bulunmaktadır. Veri analizinde bağımsız örneklemler için t- testi, tek yönlü varyans analizi, Pearson korelasyon katsayısı ve çoklu doğrusal regresyon analizi kullanılmıştır. Elde edilen bulgulara göre öğretmen adaylarının dijital yeterlikleri ile YZ okuryazarlığına yönelik algıları arasında pozitif, orta düzeyde anlamlı ilişkiler olduğu belirlenmiştir. Dijital yeterlik alt boyutlarından bilgi ve veri okuryazarlığı ile iletişim, YZ okuryazarlığını yordayıcı değişkenlerdir. Cinsiyete göre erkek öğretmen adaylarının YZ farkındalığı, kullanımı ve değerlendirmesi daha yüksek çıkmıştır. Sınıf düzeyine göre YZ okuryazarlığı farklılaşmamaktadır. Bölüme göre yapılan karşılaştırmalarda Yabancı Diller Eğitimi Bölümü öğrencilerinin puanları YZ farkındalık, kullanım ve değerlendirme boyutlarında diğer öğrencilere göre anlamlı biçimde yüksektir. Bununla birlikte gerek cinsiyet gerek bölüm değişkenlerinde ulaşılan farklılıkların etki büyüklükleri küçüktür. Çalışmanın sonuçları, öğretmen adaylarının YZ okuryazarlıklarının geliştirilmesinde dijital yeterliklerin bilgi ve veri okuryazarlığı boyutunun kritik bir bileşen olarak ele alınması gerektiğine işaret etmektedir.

Keywords

• Dijital yeterlik
• Yapay zekâ
• Yapay zekâ okuryazarlığı
• Öğretmen adayları

Exploring the Relationship Between Pre-service Teachers’ Digital Competence and Artificial Intelligence Literacy

Abstract

This study aims to examine the relationship between the digital competencies (DC) and artificial intelligence (AI) literacy of pre-service teachers. The study was designed as a correlational study. The study population consists of students from the Faculty of Education at a university in the Black Sea Region. The sample consists of 714 pre-service teachers selected using cluster sampling. The data collection tools used were the Personal Information Form, the University Students' Basic Digital Competences Scale, and the Artificial Intelligence Literacy Scale. The independent groups t-test, one-way analysis of variance, Pearson's moment correlation coefficient, and multiple linear regression analysis were used in data analysis. According to the study's findings, a positive, moderately significant correlation was found between pre-service teachers' DC and their perceptions of AI literacy. Information, data literacy, and communication are predictor variables of AI literacy. Male pre-service teachers showed higher levels of AI awareness, use, and evaluation. There was no difference in AI literacy across class levels. In comparisons across departments, students in the Foreign Languages Education Department showed significantly higher levels of AI awareness, use, and evaluation than students in other departments. However, the effect sizes of the differences found in both gender and department variables were small. The results indicate that the information and data literacy dimension of digital competencies should be considered a critical component in improving pre-service teachers' AI literacy.

Keywords

• Digital competence
• Artificial intelligence
• Artificial intelligence literacy
• Pre-service teachers

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