Öğretmenler Yapay Zekâyı Benimsedi Mi? K-12 Eğitim Sistemlerinden Öğretmen Deneyimlerinin Bir Sentezi

Abstract

Eğitim ortamlarında teori ve uygulama arasındaki boşluğun doldurulması büyük ölçüde öğretmenlerin incelikli yaklaşımlarından geçmektedir. Ancak, küresel K-12 eğitim sistemlerinde yapay zekânın eğitime entegrasyonu eğitim ortamlarının yeniden yapılandırılması için güçlü bir alternatif olmasına karşın, yapay zekâyı kucaklama ya da buna direnç gösterme nedenlerine yönelik öğretmen deneyimlerinin hangi yönde ilerlediği belirsizdir. Öğretimin profesyonel uygulayıcıları olan öğretmenlerin yapay zekânın eğitimdeki varlığına yönelik deneyimleri anlamak bu tür bir boşluğun doldurulmasında son derece önemlidir. Bu derleme çalışması, Web of Science (WOS) ve ERIC veri tabanlarındaki çalışmalara odaklanarak, öğretmenlerin eğitim ortamlarında yapay zekânın benimsemeleri ile ilgili küresel deneyimleri sentezlemekte, bu sürecin sunduğu fırsatları ve zorlukları öğretmenlerin perspektifinden anlamak için ampirik kanıtları incelemekte ve tartışmaktadır. Prosedüre göre, 42 çalışmanın sentezine ilişkin bulgular, öğretmenlerin yapay zekâ entegrasyonu konusundaki deneyimleri ile ilgili kişisel ve davranışsal faktörler, politikalar, müfredatlar ve belirsizlikler, ikilemler ve anlayış farklılıkları ile ikna edici pedagojik koşullara dair dört örüntü kümesine dikkat çekmektedir. Bu çerçevede öğretmenlere ve diğer uygulayıcılara çeşitli önerilerde bulunulmaktadır.

Keywords

• K-12 eğitim sistemleri
• öğretmen deneyimleri
• teknoloji kabulü
• yapay zekâ entegrasyonu

Have Teachers Embraced Artificial Intelligence? A Synthesis of Teachers' Experiences from K-12 Education Systems

Abstract

Filling the gap between theory and practice in educational environments largely depends on teachers' nuanced approaches. However, while the integration of artificial intelligence (AI) into global K-12 education systems provides a strong alternative for restructuring educational environments, the direction of teachers' experiences regarding the embrace or resistance to AI remains uncertain. Understanding the experiences of teachers, who are the professional practitioners of teaching, regarding the presence of AI in education is crucial in bridging such a gap. This review study focuses on the Web of Science (WOS) and ERIC databases to synthesize global experiences of teachers' adoption of AI in educational settings, examining and discussing empirical evidence to understand the opportunities and challenges this process presents from the teachers' perspectives. According to the procedure, the findings from the synthesis of 42 studies highlight four clusters of patterns related to teachers' experiences with AI integration: personal and behavioral factors, policies, curricula and uncertainties, dilemmas and differences in understanding, and persuasive pedagogical conditions. In this context, various recommendations are made for teachers and other practitioners.

Keywords

• K-12 education systems
• teacher experiences
• technology acceptance
• artificial intelligence integration

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