Investigation of the Effect of Artificial Intelligence on Teaching and Learning in Primary Education: Teachers’ and Parents’ Views on Educational Applications

Yıl 2025, Cilt: 9 Sayı: 2, 230 - 244, 31.07.2025

Mustafa Fidan

Öz

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.

Anahtar Kelimeler

Artificial intelligence , Educational applications , Primary school , Teacher , Parent , Learning Innovation

Yapay Zekanın Temel Eğitimde Öğretim ve Öğrenme Üzerindeki Etkisinin Araştırılması: Eğitim Uygulamalarına Yönelik Öğretmen ve Veli Görüşleri

Öz

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.

Anahtar Kelimeler

Yapay zeka , Eğitim uygulamaları , İlkokul , Öğretmen , Veli , Öğrenme İnovasyonu

Kaynakça

• Adıgüzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology. https://doi.org/10.30935/cedtech/13152
• Altan, M. Z., & Özmusul, M. (2022). Geleceğin Türkiye’sinde öğretmen refahı: Öğretmenlik meslek kanununun kayıp parçası. [Teacher well-being in the future of Turkey: Missing part of the teaching professional law] Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 4(1), 24-42.
• Annuš, N. (2024). Education in the age of artificial ıntelligence. TEM Journal, 13(1), 404-413. CEEOL - Article Detail
• Ayanwale, M. A., Sanusi, I. T., Adelana, O. P., Aruleba, K. D., & Oyelere, S. S. (2022). Teachers’ readiness and intention to teach artificial intelligence in schools. Computers and Education: Artificial Intelligence, 3, 100099. https://doi.org/10.1016/j.caeai.2022.100099
• Chai, C. S., Lin, P.-Y., Jong, M. S.-Y., Dai, Y., Chiu, T. K. F., & Qin, J. (2021). Perceptions of and Behavioral Intentions towards Learning Artificial Intelligence in Primary School Students. Educational Technology & Society, 24(3), 89–101. https://www.jstor.org/stable/27032858
• Chen, L. Chen P. & Lin, Z. (2020). Artificial intelligence in education: A Review," in IEEE Access, vol. 8, pp. 75264-75278, , https://doi.org/10.1109/ACCESS.2020.2988510
• Chen, X., Xie, H., Zou, D., & Hwang, G. J. (2020). Application and theory gaps during the rise of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, 100002. https://doi.org/10.1016/j.caeai.2020.100002
• Chiu, T. K., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
• Chocarro, R., Cortiñas, M., & Marcos-Matás, G. (2021). Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics. Educational Studies, 49(2), 295–313. https://doi.org/10.1080/03055698.2020.1850426
• Copeland, J. (1993). Artificial intelligence: A philosophical introduction. John Wiley & Sons.
• Coşkun, B. (2024). Aday öğretmenlerin yapay zekâ algıları ve eğitimde yapay zekâ kullanımına ilişkin düşünceleri. Kapadokya Eğitim Dergisi, 5(2), 439-456. https://doi.org/10.69643/kaped.1566047
• Coşkun, F., & Gülleroğlu, H. D. (2021). Yapay zekanın tarih içindeki gelişimi ve eğitimde kullanılması. Ankara University Journal of Faculty of Educational Sciences (JFES), 54(3), 947-966. https://doi.org/10.30964/auebfd.916220
• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
• Dai, C. P., & Ke, F. (2022). Educational applications of artificial intelligence in simulation-based learning: A systematic mapping review. Computers and Education: Artificial Intelligence, 3, 100087. https://doi.org/10.1016/j.caeai.2022.100087
• Du, H., Sun, Y., Jiang, H., Islam, A. Y. M., & Gu, X. (2024). Exploring the effects of AI literacy in teacher learning: An empirical study. Humanities and social sciences communications, 11(1), 1-10. https://doi.org/10.1057/s41599-024-03101-6
• Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
• Ertmer, P. A., Ottenbreit-Leftwich, A., & York, C. S. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 55–61. https://doi.org/10.1080/10402454.2006.10784561
• Fidan, M. (2022). Pedagogical agility in Turkey: Teachers agility in educational change and uncertainty days based on parents’ views. Yıldız Journal of Educational Research, 7(1), 34-41.
• Fidan, M. (2024). Happy student in the age of artificial intelligence. Artificial Intelligence Theory and Applications, 4(1), 57-75.
• Gašević, D., Siemens, G., & Sadiq, S. (2023). Empowering learners for the age of artificial intelligence. Computers and Education: Artificial Intelligence, 4, 100130. https://doi.org/10.1016/j.caeai.2023.100130
• Gocen, A. & Aydemir, F. (2020).Artificial ıntelligence in education and schools. Research on Education and Media,12(1) 13-21. https://doi.org/10.2478/rem-2020-0003
• Guetterman, T. C., Creswell, J. W., Deutsch, C., & Gallo, J. J. (2019). Process evaluation of a retreat for scholars in the first cohort: The NIH Mixed Methods Research Training Program for the Health Sciences. Journal of Mixed Methods Research, 13(1), 52-68. https://doi.org/10.1177/1558689816674564
• Guler, N. (2018). Preparing to teach English language learners: effect of online courses in changing mainstream teachers’ perceptions of English language learners. Innovation in Language Learning and Teaching, 14(1), 83–96. https://doi.org/10.1080/17501229.2018.1494736
• Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34. https://doi.org/10.1177/1529100615569721
• Holmes, W. (2023). The unintended consequences of artificial intelligence and education.The Unintended Consequences of Artificial Intelligence and Education - UCL Discovery
• Huang, T., Geng, J., Chen, Y. et al. Simulation and prediction study of artificial intelligence education dynamics model for primary and secondary schools. Educ Inf Technol 29, 16749–16775 (2024). https://doi.org/10.1007/s10639-024-12470-z
• Huang, X. (2022). Application of artificial intelligence APP in quality evaluation of primary school science education. Educational Studies, 50(6), 1215–1235. https://doi.org/10.1080/03055698.2022.2066462
• Huang, X. (2024). Application of artificial intelligence APP in quality evaluation of primary school science education. Educational Studies, 50(6), 1215-1235.
• Karataş, F., & Yüce, E. (2024). AI and the future of teaching: Preservice teachers’ reflections on the use of artificial ıntelligence in open and distributed learning. The International Review of Research in Open and Distributed Learning, 25(3), 304–325. https://doi.org/10.19173/irrodl.v25i3.7785
• Karataş, F., Abedi, F.Y., Ozek Gunyel, F., Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Educ Inf Technol 29, 19343–19366. https://doi.org/10.1007/s10639-024-12574-6
• Levin, T., & Wadmany, R. (2006). Teachers’ beliefs and practices in technology-based classrooms: A developmental view. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478
• McCarthy, J. (2007). From here to human-level AI. Artificial Intelligence, 171(18), 1174-1182. https://doi.org/10.1016/j.artint.2007.10.009
• Niklas, F., Birtwistle, E., Mues, A., & Wirth, A. (2024). Learning apps at home prepare children for school. Child Development. https://doi.org/10.1111/cdev.14184
• Noble H, & Smith J. (2015). Issues of validity and reliability in qualitative research Evidence-Based Nursing, 18:34-35. https://doi.org/10.1136/eb-2015-102054
• Ok, G., Kaya, D., & Kutluca, T. (2025). Artificial intelligence for a sustainable future in the 21st century: Impacts and reflections on education. Discourse and Communication for Sustainable Education, 16(1), 109-136.
• Oke, A., & Fernandes, F. A. P. (2020). Innovations in teaching and learning: Exploring the perceptions of the education sector on the 4th industrial revolution (4IR). Journal of Open Innovation: Technology, Market, and Complexity, 6(2), 31. https://doi.org/10.3390/joitmc6020031
• Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 100020. https://doi.org/10.1016/j.caeai.2021.100020
• Polak, S., Schiavo, G., & Zancanaro, M. (2022, April). Teachers’ perspective on artificial intelligence education: An initial investigation. In CHI conference on human factors in computing systems extended abstracts (pp. 1-7). https://doi.org/10.1145/3491101.3519866
• Rich, P. J., & Hannafin, M. (2009). Video annotation tools: Technologies to scaffold, structure, and transform teacher reflection. Journal of Teacher Education, 60(1), 52-67. https://doi.org/10.1177/0022487108328486
• Su, J., & Zhong, Y. (2022). Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions. Computers and Education: Artificial Intelligence, 3, 100072. https://doi.org/10.1016/j.caeai.2022.100072
• Su, J., Ng, D. T. K., & Chu, S. K. W. (2023). Artificial intelligence (AI) literacy in early childhood education: The challenges and opportunities. Computers and Education: Artificial Intelligence, 4, 100124. https://doi.org/10.1016/j.caeai.2023.100124
• Sutton, R. S. (2020). John McCarthy’s definition of intelligence. Journal of Artificial General Intelligence, 11(2), 66-67. DOI: 10.2478/jagi-2020-0003
• Wang, H., Fu, T., Du, Y. et al. (2023). Scientific discovery in the age of artificial intelligence. Nature 620, 47–60. https://doi.org/10.1038/s41586-023-06221-2
• Xu, Y., Liu, X., Cao, X., Huang, C., Liu, E., Qian, S., ... & Zhang, J. (2021). Artificial intelligence: A powerful paradigm for scientific research. The Innovation, 2(4). Artificial intelligence: A powerful paradigm for scientific research: The Innovation (cell.com)
• Yang, W. (2022). Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation. Computers and Education: Artificial Intelligence, 3, 100061. https://doi.org/10.1016/j.caeai.2022.100061
• Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. Baskı) Ankara: Seçkin Yayıncılık.
• Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). Sage.
• Yolcu, H. (2024). Yapay genel zekâ çağında öğretmen rolünün yeniden tanımlanması: Öngörüler. [Redefining the teacher's role in the era of artificial general intelligence: Prognosticate] Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 10(1), 155-167. https://doi.org/10.51948/auad.1383166
• Young, M., & Muller, J. (2010). Three educational scenarios for the future: Lessons from the sociology of knowledge. European Journal of Education, 45(1), 11-27. https://doi.org/10.1111/j.1465-3435.2009.01413.x
• Zawacki-Richter, O., Marín, V.I., Bond, M. et al. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators?. Int J Educ Technol High Educ 16, 39 https://doi.org/10.1186/s41239-019-0171-0
• Zhang, J., & Zhang, Z. (2024). AI in teacher education: Unlocking new dimensions in teaching support, inclusive learning, and digital literacy. Journal of Computer Assisted Learning, 40(4), 1871-1885. https://doi.org/10.1111/jcal.12988