Özel Eğitimde Yapay Zekâ: Öğretmenlerin Algılarına Yansıyan Metaforlar

Öz

Bu araştırmanın amacı, özel eğitim öğretmenlerinin özel eğitim müdahalelerinde bir araç olarak yapay zekâ (YZ) kullanımına ilişkin algılarını incelemektir. Araştırma, nitel araştırma yaklaşımlarından fenomenolojik desen kullanılarak yürütülmüştür. Veriler, öğretmenlere ait demografik bilgilerin yer aldığı bir form ve “Yapay zekâ özel eğitimde bir araç olsaydı, onu ……ya/ye benzetirdim; çünkü ……” ifadesini içeren açık uçlu bir cümle aracılığıyla toplanmıştır. Çalışmaya 46 özel eğitim öğretmeni katılmıştır. Öğretmenler, bu ifadeyi kendi metaforlarını oluşturarak tamamlamıştır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Analiz sürecinde veriler kodlanmış, temalar ve kategoriler oluşturulmuş; geçerlik ve güvenirlik çalışmaları gerçekleştirilmiştir. Analiz sonucunda toplam 46 metafor belirlenmiş ve bu metaforlar yedi kategori altında toplanmıştır. Bulgular, öğretmenlerin yapay zekâya ilişkin metaforlarının insan zekâsını taklit etme, zengin bir veri kaynağı olma, bireyselleştirme ve uyarlama kolaylığı sağlama, teknoloji ve işlevsellik, gelecek ve yenilik ile gizemli ve keşfe açık olma gibi temalar etrafında yoğunlaştığını göstermektedir. Araştırma sonuçları, yapay zekânın özel eğitimde kullanımının hem avantajlar hem de sınırlılıklar içerdiğini ortaya koymaktadır. Öğretmenler yapay zekâyı öğretimi destekleyen ve uyarlamayı kolaylaştıran önemli bir araç olarak değerlendirmektedir. Bununla birlikte, yapay zekânın eğitimde insan etkileşiminin ve öğretmenin rolünün yerini alamayacağı vurgulanmaktadır. Bu bağlamda, öğretmenlerin yapay zekâdan elde edilen verileri öğrencilerin duygusal ve sosyal gereksinimlerini dikkate alarak yorumlamaları önem taşımaktadır. Araştırma, özel eğitim alanında yapay zekâ kullanımına yönelik yapılacak yeni çalışmalara ışık tutması açısından önemlidir.

Anahtar Kelimeler

• özel eğitim
• yapay zekâ
• öğretmen
• metafor

Artificial Intelligence in Special Education: Metaphors Reflected in Teachers' Perceptions

Öz

To explore special education teachers' perceptions of using artificial intelligence (AI) as a tool in special education interventions. A phenomenological design and a qualitative research approach were employed in the study. Data were collected through a form that included demographic information about the teachers and the following statement: “If AI were a tool in special education, I would liken it to ...... because...” Forty-seven 46 special education teachers participated. The teachers filled in the blanks and completed the sentence appropriately. Content analysis was used to analyze the data. During analysis, the data were extracted, coded, and categorized, and the validity and reliability were assessed and interpreted. 46 metaphors were identified and classified into seven groups. The findings indicated that teachers' metaphors fell into categories such as imitating human intelligence, a rich source of data, ease of individualization and adaptation, technology and functionality, future and innovation, and mysterious and open to exploration. The study recommends further research on the use of artificial intelligence in special education. The results demonstrate that using AI in special education has both advantages and disadvantages. Teachers can view AI as an essential tool to enhance and adapt instruction. However, it is crucial to remember that AI does not replace the human touch in education. Teachers need to interpret data gathered from AI within the context of their students' emotional and social needs.

Anahtar Kelimeler

• special education
• artificial intelligence
• teacher
• metaphor

Kaynakça

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