The Opinions of Academics on the Usage of Artificial Intelligence Tools in Primary Schools
Abstract
Within the scope of this research, it is aimed to obtain academician opinions on the use of artificial intelligence applications such as ChatGPT in the teaching-learning process and classroom applications in primary schools. In this research, the case study method, which is one of the qualitative research approaches, was used. The study group of the research consists of 10 academicians working in state and foundation universities. A semi-structured interview form prepared by the researchers was used as a data collection tool. The data obtained were analyzed by content analysis method. The findings reveal that artificial intelligence tools make significant contributions to the teaching-learning process in areas such as measurement and evaluation and material preparation; to teachers in terms of saving time and understanding the curriculum; to professional development in terms of following the literature and improving field knowledge; and to students in areas such as increasing motivation and supporting individual learning. However, negative aspects such as ethical and security issues, weakening of higher-order thinking skills in students, and mislearning were also pointed out. In addition, it was stated that artificial intelligence tools can be used effectively in various classroom applications in social studies, Turkish, mathematics and science courses. The study emphasizes the importance of balanced and conscious integration of artificial intelligence in education.
Keywords
Academic opinions, ChatGPT, artificial intelligence
Ethical Statement
Ethics committee approval was obtained from Fatih Sultan Mehmet Vakif University Local Ethics Committee (Date: 07.12.2023, Number: 30/25)
References
- Aslan, A. A. (2022). Using artificial intelligence in museum education. Art & Design, (30), 1-14. https://doi.org/10.18603/sanatvetasarim.1215186
- Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
- Belda-Medina, J., & Calvo-Ferrer, J. R. (2022a). Preservice teachers’ knowledge and attitudes towards digital-game-based language learning. Education Sciences, 12(3), 182-198. https://doi.org/ 10.3390/educsci12030182
- Belda-Medina, J., & Calvo-Ferrer, J. R. (2022b). Using chatbots as AI conversational partners in language learning. Applied Sciences, 12(17), 1-16. https://doi.org/10.3990/app12178427
- Berg, K. E., & Latin, R. W. (2008). Essentials of research methods in health, physical education, exercise science, and recreation. Lippincott Williams & Wilkins.
- Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., & Jandric, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130. https://doi.org/10.5281/zenodo.7636568
- Caro, M. F., Josyula, D. P., Cox, M. T., & Jimenez, J. A. (2014). Design and validation of a metamodel for metacognition support in artificial intelligent systems. Biologically Inspired Cognitive Architectures, 9, 82-104. https://doi.org/10.1016/j.bica.2014.07.002
- Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
- Chiu, T. K. (2024). Future research recommendations for transforming higher education with generative AI. Computers and Education: Artificial Intelligence, 6, 100-197. https://doi.org/10.1016/j.caeai.2023.100197
- Chomsky, N. (2023, March 8). The false promise of ChatGPT. The New York Times. https://www.nytimes.com/2023/03/08/opinion/noamchomsk-chatgpt-ai.html