Preschool Education Teachers' Views on Artificial Intelligence

Yıl 2024, Cilt: 4 Sayı: 1, 17 - 28, 31.05.2024

Muhammed Fatih Küçükkara Muhammed Ünal Türker Sezer

https://doi.org/10.55008/te-ad.1431142

Öz

Purpose: This study makes an important contribution in order to analyze in detail preschool teachers’ comprehensive views on artificial intelligence technologies and their attitudes towards the integration of such innovative technological tools into educational practices.
Method and Materials: In this study, by adopting the case study method, preschool teachers’ views on artificial intelligence were collected through focus group interviews and evaluated by content analysis. Six teachers were included in the study using a convenience sampling method.
Results: This study reveals that although teachers show interest in artificial intelligence (AI), they do not have sufficient knowledge and awareness in this field and this situation triggers concerns about AI. While teachers’ attitudes towards AI were shaped negatively due to the potential for misuse, lack of knowledge
and reliability concerns, positive aspects such as time saving, personal development and individualized education plans were also evident. However, it was observed that teachers do not use AI applications effectively in their daily practice.

Anahtar Kelimeler

Preschool Education, Artificial Intelligence Applications, Preschool Education Teachers, Technology Access Tools

Okul Öncesi Eğitimi Öğretmenlerinin Yapay Zekâya İlişkin Görüşleri

Öz

Amaç: Bu çalışma, okul öncesi eğitim alanında görev yapan öğretmenlerin yapay zekâ teknolojileri hakkındaki kapsamlı görüşlerini ve bu tür yenilikçi teknolojik araçların eğitim pratiklerine entegrasyonu konusundaki tutumlarını detaylı bir şekilde analiz etmek amacıyla önemli bir katkı sağlamaktadır.
Yöntem ve Araçlar: Bu çalışmada, durum çalışması yöntemi benimsenerek okul öncesi öğretmenlerinin yapay zekâ hakkındaki görüşleri odak grup görüşmeleri ile toplanmış ve içerik analizi ile değerlendirilmiştir. Araştırmaya altı öğretmen, kolay ulaşılabilir örnekleme yöntemi kullanılarak dahil edilmiştir.
Sonuçlar: Bu çalışma, öğretmenlerin yapay zekâ (YZ) konusunda ilgi göstermelerine rağmen, bu alanda yeterli bilgi ve farkındalığa sahip olmadıklarını ve bu durumun YZ’ya yönelik endişeleri tetiklediğini ortaya koymaktadır. Öğretmenlerin YZ’ya ilişkin tutumları, kötüye kullanım potansiyeli, bilgi eksikliği
ve güvenilirlik endişeleri nedeniyle olumsuz yönde şekillenirken; zaman tasarrufu, kişisel gelişim ve bireyselleştirilmiş eğitim planları gibi olumlu yönler de belirginleşmiştir. Bununla birlikte, öğretmenlerin YZ uygulamalarını günlük pratiklerinde etkin olarak kullanmadıkları gözlemlenmiştir.

Anahtar Kelimeler

Okul Öncesi Eğitim, Yapay Zekâ Uygulamaları, Okul Öncesi Eğitimi Öğretmenleri, Teknoloji Erişim Araçları.

Kaynakça

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