ÖZEL EĞİTİM ÖĞRETMENLERİNİN EĞİTİMDE YAPAY ZEKÂ UYGULAMALARINI KULLANMAYA YÖNELİK GÖRÜŞLERİ

Yıl 2025, Cilt: 9 Sayı: 16, 225 - 247, 31.12.2025

Mehmet Ali Kandemir , Asena Uğurlar , Hümeyra Aktaş Yıldız

https://doi.org/10.56677/mkuefder.1737218

Öz

Araştırmanın amacı, özel eğitim öğretmenlerinin yapay zekâ (YZ) uygulamalarına yönelik görüşlerini incelemektir. Araştırma, Karadeniz Bölgesi'nde yer alan bir şehrin bir ilçesinde görev yapan 80 özel eğitim öğretmeninin katılımıyla gerçekleştirilmiştir. Katılımcıların belirlenmesinde olasılığa dayalı olmayan örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Nitel araştırma yöntemlerinden durum çalışması desenine göre tasarlanan araştırmada veriler, standartlaştırılmış açık uçlu sorulardan oluşan bir görüşme formu aracılığıyla toplanmıştır. Verilerin analizinde ise; betimsel analiz ve içerik analizi teknikleri kullanılmıştır. Araştırma sonucunda, özel eğitim öğretmenlerinin YZ uygulamalarını öğretim sürecinde kullanmaya yönelik olumlu görüşler bildirdiği tespit edilmiştir. Özel eğitim öğretmenlerine YZ uygulamalarının "konfor artışı", "hız", "sanal laboratuvarlar", "mahremiyet endişeleri" ve "ChatGPT" gibi kavramları çağrıştırdığı belirlenmiştir. Ayrıca, YZ uygulamalarının öğretim sürecinde kullanımının faydalarının yanı sıra önemli sınırlılıkları da olduğu ifade edilmiştir. Elde edilen bu sonuçlardan hareketle, öğretmenlere YZ ile ilgili endişelerini gidermeye ve tespit edilen sınırlılıkları ortadan kaldırmaya yönelik hizmet içi eğitimler düzenlenmesi önerilebilir.

Anahtar Kelimeler

özel eğitim , yapay zeka , öğretmen

Opinions of Special Education Teachers on the Use of Artificial Intelligence Applications in Education

Öz

The objective of the present study is to examine the views of special education teachers on the application of artificial intelligence (AI). The present study was conducted with the participation of 80 special education teachers working in a district of a city located in the Black Sea Region. Criterion sampling, a non-probability sampling method, was utilised to determine the participants. The present study was designed according to the case study design, a qualitative research method, and the data were collected through an interview form consisting of standardised open-ended questions. The analysis of the data was conducted utilising both descriptive analysis and content analysis techniques. The study revealed that special education teachers held favourable opinions of the utilisation of AI applications within the teaching process. The study revealed that AI applications evoked concepts such as "increased comfort", "speed", "virtual laboratories", "privacy concerns" and "ChatGPT" among special education teachers. Furthermore, it was asserted that the utilisation of AI applications in the teaching process is accompanied by significant limitations as well as benefits. In consideration of the findings, it is recommended that in-service training be scheduled for educators. The objective of these training sessions is to address concerns regarding AI and to rectify the identified limitations.

Anahtar Kelimeler

Artificial Intelligence , Special Education , Teacher

Kaynakça

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