What Do Classroom Teachers Think About Artificial Intelligence Applications in Teaching?

Abstract

Artificial intelligence is rapidly getting more important in today's education system as a technology that reshapes teaching methods, offers innovative solutions to pedagogical processes and creates individualized learning opportunities. Especially recently, it has been seen that educators frequently benefit from artificial intelligence applications in the teaching process. The aim of this study is to determine the views of classroom teachers on the use of artificial intelligence applications in teaching processes. This research is conducted in accordance with the phenomenology design, one of the qualitative research methods. The participants of the study consist of 15 classroom teachers working in Amasya province. In determining the participants, homogeneous sampling, one of the purposeful sampling methods, is used. A semi-structured interview form consisting of six questions is prepared and used as a data collection tool. The research data are analyzed by content analysis method with the help of a package program. According to the content analysis, the data are grouped under four main themes: views about artificial intelligence, use of artificial intelligence in teaching, contribution of artificial intelligence on teaching profession and application suggestions. From the data, it is concluded that teachers evaluate artificial intelligence as a motivational tool that facilitates teaching processes, brings innovative solutions to the teaching profession, provides individualized learning opportunities, provides convenience in teacher studies, and that they have thoughts such as the need to be careful about ethical issues when using artificial intelligence applications and that it can reduce social and cultural values. It is thought that the research conducted will be useful for those who will work on artificial intelligence and for classroom teachers who will use artificial intelligence in their teaching activities.

Keywords

• Artificial intelligence
• the use of artificial intelligence in teaching
• classroom teacher
• teacher views

Öğretimde Yapay Zekâ Uygulamaları Hakkında Sınıf Öğretmenleri Ne Düşünüyor?

Öz

Yapay zekâ, günümüz eğitim sisteminde öğretim yöntemlerini yeniden şekillendiren, pedagojik süreçlere yenilikçi çözümler sunan ve bireyselleştirilmiş öğrenme fırsatları yaratan bir teknoloji olarak hızla önem kazanmaktadır. Özellikle son zamanlarda eğitimcilerin öğretim sürecinde yapay zekâ uygulamalarından sıklıkla yararlandıkları görülmektedir. Bu araştırmanın amacı; sınıf öğretmenlerinin öğretim süreçlerinde yapay zekâ uygulamaları kullanmalarına yönelik görüşlerini belirlemektir. Bu araştırma, nitel araştırma yöntemlerinden olgubilim desenine uygun olarak yürütülmüştür. Araştırmanın katılımcılarını, Amasya ilinde görev yapmakta olan 15 sınıf öğretmeni oluşturmaktadır. Katılımcıları belirlemede amaçlı örnekleme yöntemlerinden biri olan benzeşik (homojen) örnekleme seçiminden yararlanılmıştır. Araştırma kapsamında altı sorudan oluşan yarı yapılandırılmış bir görüşme formu veri toplama aracı olarak hazırlanmış ve kullanılmıştır. Araştırma verileri bir paket programdan yardımıyla içerik analizi yöntemi ile çözümlenmiştir. Yapılan içerik analizine göre veriler; yapay zekâ hakkında görüşler, öğretimde yapay zekâ kullanımı, yapay zekânın mesleğe katkısı ve uygulama önerileri olmak üzere dört ana tema altında toplanmıştır. Verilerden öğretmenlerin yapay zekâyı; öğretim süreçlerini kolaylaştıran, öğretmenlik mesleğine yenilikçi çözümler getiren, bireyselleştirilmiş öğrenme fırsatları sağlayan, öğretmen çalışmalarında kolaylık sağlayan bir motivasyon aracı olarak değerlendirdikleri, yapay zekâ uygulamaları kullanılırken etik konularında dikkatli davranılması gerektiği, sosyal ve kültürel değerleri azaltabileceği gibi düşünceleri oldukları sonucuna varılmıştır. Gerçekleştirilen araştırmanın yapay zekâ konusunda çalışacaklara ve öğretim faaliyetlerinde yapay zekâyı kullacak sınıf öğretmenlerine yararlı olacağı düşünülmektedir.

Anahtar Kelimeler

• Yapay zeka
• öğretimde yapay zeka kullanımı
• sınıf öğretmeni
• öğretmen görüşleri

Kaynakça

1. Abell, M. (2006). Individualizing learning using intelligent technology and universally designed curriculum. The Journal of Technology, Learning and Assessment, 5(3), 4-20.
2. Adams, C., Pente, P., Lemermeyer, G., Turville, J. & Rockwell, G. (2022). Artificial intelligence and teachers’ new ethical obligations. International Review of Information Ethics, 31(1), 1-18. https://doi.org/10.29173/irie483
3. Ağmaz, R. F. ve Ergüleç, F. (2024). Öğretmen adaylarının eğitimde yapay zekâ algıları: Bir metafor analizi. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 6(2), 589-605. https://doi.org/10.51119/ereegf.2024.97
4. Ahuja, A. S. (2019). The ımpact of artificial ıntelligence in medicine on the future role of the physician. PeerJ, 7, 1-19. https://doi.org/10.7717/peerj.7702
5. Alam, A. (2021, November, 26-27). Possibilities and apprehensions in the landscape of artificial intelligence in education. In 2021 International Conference on Computational Intelligence and Computing Applications (ICCICA), IEEE, Maharashtra, India.
6. Anwar, K. (2021). The perception of using technology canva application as a media for english teacher creating media virtual teaching and english learning in loei thailand. Journal of English Teaching, Literature, and Applied Linguistics, 5(1), 62-69. http://dx.doi.org/10.30587/jetlal.v5i1.2253
7. Aydın-Günbatar, S. (2019). Fenomenolojik araştırma (Olgu Bilim) yöntemi. H. Özmen & O. Karamustafaoğlu (Ed.). Eğitimde Araştırma Yöntemleri İçinde (s. 293-316). Pegem Akademi.
8. 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. http://dx.doi.org/10.61969/jai.1337500

9. Chassignol, M., Khoroshavin, A., Klimova, A. & Bilyatdinova, A. (2018). Artificial intelligence trends in education: A narrative overview. Procedia Computer Science, 136, 16-24. http://dx.doi.org/10.1016/j.procs.2018.08.233
10. Chiu, T. K., Moorhouse, B. L., Chai, C. S. & Ismailov, M. (2024). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments, 32(7), 3240-3256. http://dx.doi.org/10.1080/10494820.2023.2172044
11. Çam, M. B., Çelik, N. C., Güntepe, E. T. ve Durukan, Ü. G. (2021). Öğretmen adaylarının yapay zekâ teknolojileri ile ilgili farkındalıklarının belirlenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(48), 263-285. http://dx.doi.org/10.53444/deubefd.1461048
12. Deperlioglu, O. & Kose, U. (2011). An educational tool for artificial neural networks. Computers & Electrical Engineering, 37(3), 392-402. https://doi.org/10.1016/j.compeleceng.2011.03.010
13. Dimitriadou, E. & Lanitis, A. (2023). A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms. Smart Learning Environments, 10(12), 1-26. https://doi.org/10.1186/s40561-023-00231-3
14. Dülger, E. D. ve Gümüşeli, A. İ. (2023). Okul müdürleri ve öğretmenlerin eğitimde yapay zekâ kullanılmasına ilişkin görüşleri. ISPEC International Journal of Social Sciences & Humanities, 7(1), 133-153. https://doi.org/10.5281/zenodo.7766578
15. ElSayary, A. (2024). An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era. Journal of Computer Assisted Learning, 40(3), 931-945. https://doi.org/10.1111/jcal.12926
16. Erdoğan, Ş. ve Bozkurt, E. (2023). Fizik öğretmen adaylarının “yapay zekâ” kavramına ilişkin algılarının incelenmesi: Bir metafor çalışması. Medeniyet ve Toplum Dergisi, 7(2), 152-163. https://doi.org/10.51117/metder.2023.41
17. Ertmer, P. A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
18. Filgueiras, F. (2024). Artificial intelligence and education governance. Education, Citizenship and Social Justice, 19(3), 349-361. https://doi.org/10.1177/174619792311606
19. Frankish, K. & Ramsey, W. M. (2014). The Cambridge Handbook of Articial Intelligence. Cambridge University Press.
20. Fullan, M., Azor, C., Harris, A. & Jones, M. (2023). Artificial intelligence and school leadership: Challenges, opportunities and implications. School Leadership & Management, 44(4), 1-8. https://doi.org/10.1080/13632434.2023.2246856
21. Holmes, W., Bialik, M. & Fadel, C. (2019). Artificial ıntelligence in education: Promises and ımplications for teaching and learning. Center for Curriculum Redesign: Boston.
22. Holmes, W., Hui, Z., Miao, F. & Ronghuai, H. (2021). AI and education: A guidance for policymakers. France, UNESCO Publishing.
23. Hsu, Y. C. & Ching, Y. H. (2023). Generative artificial intelligence in education, part one: The dynamic frontier. TechTrends, 67(4), 603-607. https://doi.org/10.1007/s11528-023-00863-9
24. İşler, B. ve Kılıç, M. (2021). Eğitimde yapay zekâ kullanımı ve gelişimi. Yeni Medya Elektronik Dergisi, 5(1), 1-11. https://doi.org/10.17932/IAU.EJNM.25480200.2021/ejnm_v5i1001
25. Karakose, T., Tülübaş¸, T. Papadakis, S., & Yirci, R. (2023a). Evaluating the intellectual structure of the knowledge base on transformational school leadership: A bibliometric and science mapping analysis. Education Sciences, 13(7), 708. https://doi.org/10.3390/educsci13070708
26. Karakose, T., Demirkol, M., Aslan, N., Köse, H. & Yirci, R. (2023b). A conversation with ChatGPT about the ımpact of the COVID-19 pandemic on education: Comparative review based on human–AI collaboration. Educational Process International Journal, 12(3). 7-25. https://doi.org/10.22521/edupij.2023.123.1
27. Kim, J., Lee, H. & Cho, Y. H. (2022). Learning design to support student-AI collaboration: Perspectives of leading teachers for AI in education. Education and Information Technologies, 27(5), 6069-6104. https://doi.org/10.1007/s10639-021-10831-6
28. Langley, P. (2019, January 27-29). An integrative framework for artificial intelligence education. In Proceedings of the AAAI conference on artificial intelligence, Hawaii, USA. https://ojs.aaai.org/index.php/AAAI/article/view/5032/4905
29. Lee, Y. J., Davis, R. O. & Ryu, J. (2024). Korean in-service teachers’ perceptions of implementing artificial intelligence (AI) education for teaching in schools and their AI teacher training programs. International Journal of Information and Education Technology, 14, 214-219. https://doi.org/10.18178/ijiet.2024.14.2.2042
30. Lindner, A., Romeike, R., Jasute, E. & Pozdniakov, S. (2019, November 18-20). Teachers’ perspectives on artificial intelligence. In 12th International Conference on Informatics in Schools,“Situation, Evaluation and Perspectives”, ISSEP, Larnaca, Cyprus. http://cyprusconferences.org/issep2019/wp-content/uploads/2019/11/2019_Book_1.pdf
31. Luckin, R., Holmes, W., Griffiths, M. & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education, London.
32. Mao, J., Chen, B. & Liu, J. C. (2024). Generative artificial intelligence in education and its implications for assessment. TechTrends, 68(1), 58-66. https://doi.org/10.1007/s11528-023-00911-4
33. Miles, M. B. & Huberman, A. M., (1994). Qualitative data analysis: a sourcebook of new methods. London: SAGE.
34. Mohamed M. & Sywelem, G. (2024). Artificial intelligence and the sustainability of educational services: An overview. World Journal of Social Sciences and Humanities, 10(1), 8-17. https://doi.org/10.12691/wjssh-10-1-2
35. Moybeka, A. M., Syariatin, N., Tatipang, D. P., Mushthoza, D. A., Dewi, N. P. J. L. & Tineh, S. (2023). Artificial Intelligence and English classroom: the implications of AI toward EFL students’ motivation. Edumaspul: Jurnal Pendidikan, 7(2), 2444-2454. https://doi.org/10.33487/edumaspul.v7i2.6669
36. Nalbant, K. G. (2021). The importance of artificial intelligence in education: a short review. Journal of Review in science and engineering, 2021, 1-15.
37. Naser, M. Z. (2021). Mechanistically informed machine learning and artificial intelligence in fire engineering and sciences. Fire Technology, 57(6), 2741-2784. https://doi.org/10.1007/s10694-020-01069-8
38. Oruç, T., Yeşilyurt, M. ve Kurt, M. (2024). Eğitimde yapay zekâ konulu çalışmaların betimsel analizi. Temel Eğitim, 6(24), 44-60. https://doi.org/10.52105/temelegitim
39. Patton, M. Q. (2014). Qualitative research and evaluation methods (4th Ed.). London: Sage Publications, Inc.
40. Polak, S., Schiavo, G. & Zancanaro, M. (2022). Teachers’ perspective on artificial ıntelligence education: An ınitial ınvestigation. CHI Conference on Human Factors in Computing Systems Extended.
41. Porter, B. & Grippa, F. (2020). A platform for AI-enabled real-time feedback to promote digital collaboration. Sustainability, 12(24), 10243.
42. Rospigliosi, P. A. (2023). Artificial intelligence in teaching and learning: what questions should we ask of ChatGPT?. Interactive Learning Environments, 31(1), 1-3. https://doi.org/10.1080/10494820.2023.2180191
43. Ruiz-Rojas, L. I., Acosta-Vargas, P., De-Moreta-Llovet, J. & Gonzalez-Rodriguez, M. (2023). Empowering education with generative artificial intelligence tools: Approach with an instructional design matrix. Sustainability, 15(15), 1-20. https://doi.org/10.3390/su151511524
44. Russell, S. & Norvig, P. (2009). Articial Intelligence: A Modern Approach. Prentice Hall.
45. Russell, S. J., & Norvig, P. (2010). Artificial intelligence: A modern approach (3rd Ed.). Prentice Hall Upper Saddle River, NJ, USA.
46. Sadiku, M. N., Ashaolu, T. J., Ajayi-Majebi, A. & Musa, S. M. (2021). Artificial intelligence in education. International Journal of Scientific Advances, 2(1), 5–11. https://doi.org/10.51542/ijscia.v2i1.2
47. Salas-Pilco, S. Z. & Yang, Y. (2020). Learning analytics ınitiatives in latin america: ımplications for educational researchers, practitioners and decision makers. British Journal of Educational Technology, 51, 875–891. https://doi.org/10.1111/bjet.12952
48. Salomon, G. & Perkins, D. N. (1998). Individual and social aspects of learning. Review of Research in Education, 23, 1-24.
49. Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.
50. Seyrek, M., Yıldız, S., Emeksiz, H., Şahin, A. ve Türkmen, M. T. (2024). Öğretmenlerin eğitimde yapay zekâ kullanımına yönelik algıları. International Journal of Social and Humanities Sciences Research (JSHSR), 11(106), 845-856. https://doi.org/10.5281/zenodo.11113077
51. Sharma, K., Giannakos, M. & Dillenbourg, P. (2020). Eye-tracking and artificial intelligence to enhance motivation and learning. Smart Learning Environments, 7, 1-19. https://doi.org/10.1186/s40561-020-00122-x
52. Shute, V. J. & Zapata‐Rivera, D. (2008). Educational assessment using intelligent systems. ETS Research Report Series, 2, 1-15.
53. Snape, D. & Spencer, L. (2003). The foundations of qualitative research, in Ritchie J, Lewis J (Eds.) Qualitative research practice: A guide for social science researchers and students. SAGE Publications Ltd, London.
54. Sontay, G. & Karamustafaoğlu, O. (2023). Physics teachers' opinions on Algodoo training. Journal of Science Learning, 6(1), 117-124. https://doi.org/10.17509/jsl.v6i1.49285
55. Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. Basic Books. URL-1 (2024). Eğitimde kullanılan yapay zekâ araçları: öğretmen el kitabı. Erişim Tarihi: 26.11.2024, http://meb.ai/p8eYjs
56. URL-2 (2024). Yükseköğretim kurumları bilimsel araştırma ve yayın faaliyetlerinde üretken yapay zekâ kullanımına dair etik rehber. Erişim Tarihi: 26.11.2024, https://www.yok.gov.tr/Documents/2024/yapay-zekâ-kullanimina-dair-etik-rehber.docx
57. Uyak, S., Uyak, S. G., Ürey, D., Keskin, Ö., Aymaz, A. ve Aydın, İ. (2024). Okul öncesi eğitim kurumlarında yapay Zekâ uygulamaları: Yönetici ve öğretmen görüşleri. Social Mentality And Researcher Thinkers Journal, 9(75), 4625-4636. http://dx.doi.org/10.29228/smryj.72414
58. Uygun, D. (2024). Teachers’ perspectives on artificial intelligence in education. Advances in Mobile Learning Educational Research, 4(1), 931-939. https://doi.org/10.25082/AMLER.2024.01.005
59. Ünsal, G. ve Karaoğlan Yılmaz, F. G. (2024). Eğitimde yapay zekâ ve derin öğrenme alanında 2019-2023 yıllar arasında yayınlanan makalelerin betimsel analizi. Mehmet Akif Ersoy Üniversitesi Uygulamalı Bilimler Dergisi, 8(2), 177-197. https://doi.org/10.31200/makuubd.1459260
60. Veloso, M., Balch, T., Borrajo, D., Reddy, P. & Shah, S. (2021). Artificial intelligence research in finance: Discussion and examples. Oxford Review of Economic Policy, 37(3), 564-584. https://doi.org/10.1093/oxrep/grab019
61. Wang, Z. (2022). Computer-assisted EFL writing and evaluations based on artificial intelligence: a case from a college reading and writing course. Library Hi Tech, 40(1), 80-97.
62. Yolcu, H. H. (2024). Yapay genel zekâ çağında öğretmen rolünün yeniden tanımlanması: Öngörüler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 10(1), 155-167. https://doi.org/10.51948/auad.1383166
63. Zawacki-Richter, O., Marín, V. I., Bond, M. & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1-27. https://doi.org/10.1186/s41239-019-0171-0
64. Zhao, R., Zhuang, Y., Zou, D., Xie, Q. & Yu, P. L. (2023). AI-assisted automated scoring of picture-cued writing tasks for language assessment. Education and Information Technologies, 28(6), 7031-7063.