TY  - JOUR
T1  - Investigation of the Effect of Artificial Intelligence on Teaching and Learning in Primary Education: Teachers’ and Parents’ Views on Educational Applications
TT  - Yapay Zekanın Temel Eğitimde Öğretim ve Öğrenme Üzerindeki Etkisinin Araştırılması: Eğitim Uygulamalarına Yönelik Öğretmen ve Veli Görüşleri
AU  - Fidan, Mustafa
PY  - 2025
DA  - July
Y2  - 2025
JF  - International Primary Education Research Journal
JO  - IPERJ
PB  - Özkan ÇELİK
WT  - DergiPark
SN  - 2602-4071
SP  - 230
EP  - 244
VL  - 9
IS  - 2
LA  - en
AB  - This article examines the impact of artificial intelligence (AI) applications on teaching and learning processes in primary education based on semi-structured interviews conducted with teachers and parents. Designed as a case study, the research aims to understand participants' experiences with AI-enabled educational tools and their impact on classroom practices. Findings indicate that teachers and parents generally have a positive attitude towards AI applications. Teachers stated that these applications support students' individual learning processes and enrich their teaching practices. Parents, on the other hand, reported improvements in their children's academic achievement but expressed some concerns about the increase in screen time. Both teachers and parents emphasized that AI's capacity to deliver personalized content enhances the quality of learning. Based on the research findings, the article offers recommendations for developing high-quality AI applications, expanding AI literacy training to ensure equity in education, positioning AI as a complementary tool for teachers, and enhancing teachers' digital competencies in this area. In conclusion, this study shows that we are on the threshold of a learning era in which algorithms, entering the classroom, redefine not only technology but also humanity.
KW  - Artificial intelligence
KW  - Educational applications
KW  - Primary school
KW  - Teacher
KW  - Parent
KW  - Learning Innovation
N2  - Bu makale, öğretmenler ve velilerle gerçekleştirilen yarı yapılandırılmış görüşmelere dayanarak, yapay zekâ (YZ) uygulamalarının temel eğitimde öğretme ve öğrenme süreçlerine etkilerini incelemektedir. Bir durum çalışması olarak tasarlanan araştırma, katılımcıların YZ destekli eğitim araçlarıyla ilgili deneyimlerini ve bu teknolojilerin sınıf içi uygulamalara yansımalarını anlamayı amaçlamaktadır. Bulgular, öğretmen ve velilerin YZ uygulamalarına genel olarak olumlu yaklaştıklarını göstermektedir. Öğretmenler, bu uygulamaların öğrencilerin bireysel öğrenme süreçlerini desteklediğini ve kendi öğretim pratiklerini zenginleştirdiğini ifade etmişlerdir. Veliler ise çocuklarının akademik başarılarında artış gözlemlediklerini belirtmiş, ancak ekran süresindeki artış nedeniyle bazı endişeler dile getirmişlerdir. Hem öğretmenler hem de veliler, YZ'nin kişiselleştirilmiş içerik sunma kapasitesinin öğrenme kalitesini artırdığını vurgulamışlardır. Araştırma bulgularına dayanarak, makalede; nitelikli YZ uygulamalarının geliştirilmesi, eğitimde eşitliği sağlamak amacıyla YZ okuryazarlığı eğitiminin yaygınlaştırılması, YZ’nin öğretmenler için tamamlayıcı bir araç olarak konumlandırılması ve öğretmenlerin bu alandaki dijital yeterliliklerinin artırılması yönünde öneriler sunulmaktadır. Sonuç olarak bu çalışma, sınıfın kapısından içeri giren algoritmaların, yalnızca teknolojiyi değil, insanı da yeniden tanımladığı bir öğrenme çağının eşiğinde olduğumuzu göstermektedir.
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UR  - https://dergipark.org.tr/tr/pub/iperj/issue//1625996
L1  - https://dergipark.org.tr/tr/download/article-file/4548031
ER  -