Investigation of Artificial Intelligence Awareness Levels of Special Education Teachers

Öz

This study aims to examine the knowledge and awareness levels of special education teachers about artificial intelligence (AI). The increasing use of AI in the field of education has made it important to understand teachers' attitudes towards this technology and their skills in using it. In the study, teachers' AI awareness was evaluated within the framework of factors such as gender, age and professional experience. The study was conducted using the relational survey method and was conducted with 153 special education teachers. In the data collection process, tools such as “Artificial Intelligence Awareness Level Scale for Teachers” and “Personal Information Form” were utilized. The collected data were analyzed using SPSS 27.0 software. The findings show that the awareness levels of special education teachers about AI are generally at the middle-high level. Although the teachers' theoretical and practical knowledge levels are high, they have a more limited knowledge about how to integrate AI into educational processes. The comparison by gender revealed that male teachers had higher AI awareness than female teachers. Analysis of the age factor determined that teachers aged 50 and over had higher theoretical knowledge levels. However, no significant difference was found according to the duration of professional experience. The study draws attention to the necessity of professional development programs to increase teachers' knowledge and awareness of AI. In particular, it is emphasized that applied trainings on how AI can be used effectively in education are important. Such trainings can contribute to teachers' better understanding of AI and more effective use of it in classroom processes.

Anahtar Kelimeler

• Artificial Intelligence
• Artificial Intelligence Awareness
• Special Education
• Special Education Teaching

Özel Eğitim Öğretmenlerinin Yapay Zeka Farkındalık Düzeylerinin İncelenmesi

Öz

Bu çalışma, özel eğitim öğretmenlerinin yapay zeka (YZ) konusundaki bilgi ve farkındalık düzeylerini incelemeyi amaçlamaktadır. YZ’nin eğitim alanında giderek daha fazla yer alması, öğretmenlerin bu teknolojiye yönelik tutumlarını ve kullanım becerilerini anlamayı önemli hale getirmiştir. Araştırmada, öğretmenlerin YZ farkındalıkları; cinsiyet, yaş ve mesleki deneyim gibi faktörler çerçevesinde değerlendirilmiştir. Araştırma, ilişkisel tarama yöntemi kullanılarak gerçekleştirilmiş ve 153 özel eğitim öğretmeni ile yürütülmüştür. Veri toplama sürecinde “Öğretmenler İçin Yapay Zeka Farkındalık Düzeyi Ölçeği” ve “Kişisel Bilgi Formu” kullanılmıştır. Toplanan veriler, SPSS 27.0 programı aracılığıyla analiz edilmiştir. Elde edilen bulgular, özel eğitim öğretmenlerinin YZ konusundaki farkındalık düzeylerinin genel olarak orta-üst seviyede olduğunu göstermektedir. Öğretmenlerin teorik ve pratik bilgi düzeyleri yüksek olmakla birlikte, YZ’nin eğitim süreçlerine nasıl entegre edileceği konusunda daha sınırlı bir bilgiye sahip oldukları tespit edilmiştir. Cinsiyet açısından yapılan karşılaştırmada, erkek öğretmenlerin YZ farkındalıklarının kadın öğretmenlere kıyasla daha yüksek olduğu görülmüştür. Yaş faktörü incelendiğinde, 50 yaş ve üzerindeki öğretmenlerin teorik bilgi düzeylerinin daha fazla olduğu belirlenmiştir. Bununla birlikte, mesleki deneyim süresine göre anlamlı bir farklılık tespit edilmemiştir. Çalışma, öğretmenlerin YZ konusundaki bilgi ve farkındalıklarını artırmaya yönelik mesleki gelişim programlarının gerekliliğine dikkat çekmektedir. Özellikle YZ’nin eğitimde etkili bir şekilde nasıl kullanılabileceğine dair uygulamalı eğitimlerin önemli olduğu vurgulanmaktadır. Bu tür eğitimler, öğretmenlerin YZ’yi daha iyi anlamalarına ve sınıf içi süreçlerde daha etkin bir şekilde kullanmalarına katkı sağlayabilir.

Anahtar Kelimeler

• Yapay Zeka
• Yapay Zeka Farkındalığı
• Özel Eğitim
• Özel Eğitim Öğretmenliği

Kaynakça

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