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

Cited By: 1

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

• Agrawal, A., Gans, J., & Goldfarb, A. (2019). Artificial intelligence: the ambiguous labor market impact of automating prediction. Journal of Economic Perspectives, 33(2), 31-50. DOI: 10.1257/jep.33.2.31
• Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431-440.https://doi.org/10.1007/s43681.021.00096-7
• Aydoğdu, F., & Kelpšiene, M. (2021). Uses of Augmented Reality in Preschool Education. International technology and education journal, 5(1), 11-20.
• Banerjee, S., & Banerjee, B. (2023). College Teachers’ Anxiety Towards Artificial Intelligence: A Comparative Study. Research Review International Journal of Multidisciplinary, 8(5), 36-43. DOI:10.31305/rrijm.2023.v08.n05.005
• Barua, P., Vicnesh, J., Gururajan, R., Oh, S., Palmer, E., Azizan, M., … & Acharya, U. (2022). Artificial intelligence enabledpersonalised assistive tools to enhance education of children with neurodevelopmental disorders—a review. InternationalJournal of Environmental Research and Public Health, 19(3), 1192. DOI:10.3390/ijerph19031192
• Baş T., Çamır, M., & Özmaldar, B. (2008). Nitel Araştırma Yöntemleri. Seçkin Yayınevi.
• Bešinović, N., De Donato, L., Flammini, F., Goverde, R. M., Lin, Z., Liu, R., ... & Vittorini, V. (2021). Artificial intelligence in railway transport: Taxonomy, regulations, and applications. IEEE Transactions on Intelligent Transportation Systems, 23(9), 14011-14024. DOI:10.1109/TITS.2021.313.1637.
• Bhargava, A., Bester, M., & Bolton, L. (2020). Employees’ perceptions of the implementation of robotics, artificial intelligence, and automation (raia) on job satisfaction, job security, and employability. Journal of Technology in Behavioral Science, 6(1), 106-113. DOI:10.1007/s41347.020.00153-8
• Borenstein, J., & Howard, A. (2021). Emerging challenges in AI and the need for AI ethics education. AI and Ethics, 1, 61-65. https://doi.org/10.1007/s43681.020.00002-7
• Carrillo, M. R. (2020). Artificial intelligence: From ethics to law. Telecommunications policy, 44(6), 101937.https://doi.org/10.1016/j. telpol.2020.101937
• Chiu, T., Meng, H., Chai, C., King, I., Wong, S., & Yam, Y. (2022). Creation and evaluation of a pretertiary artificial intelligence (AI) curriculum. Ieee Transactions on Education, 65(1), 30-39. DOI:10.1109/te.2021.308.5878
• Çelik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468. DOI:10.1016/j.chb.2022.107468
• Demir Dülger, E., & 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 DOI:10.5281/zenodo.7766578
• Dobrovská, D., & Vaněček, D. (2021, February). Implementation of Augmented Reality into Student Practical Skills Training. In International Conference on Intelligent Human Systems Integration (pp. 212-217). Springer, Cham. DOI:10.1007/978-3-030-68017-6_32
• Doody, O., Slevin, E., & Taggart, L. (2013). Focus group interviews in nursing research: part 1. British Journal of Nursing, 22(1), 16-19. DOI: 10.12968/bjon.2013.22.1.16
• Durso, S. d. O., & Arruda, E. P. (2022). Artificial intelligence in distance education: a systematic literature review of Brazilian studies. Problems of Education in the 21st Century, 80(5), 679-692. DOI:10.33225/pec/22.80.679
• Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219-245. https://doi.org/10.1177/107.780.0405284363
• Gasteiger, J. (2020). Chemistry in times of artificial intelligence. Chemphyschem, 21(20), 2233-2242. DOI:10.1002/cphc.202000518
• Haseski, H. İ. (2019). What do Turkish pre-service teachers think about artificial intelligence? International Journal of Computer Science Education in Schools, 3(2), 1-17. DOI:10.21585/ijcses.v3i2.55
• Hashimoto, D., Witkowski, E., Gao, L., Meireles, O., & Rosman, G. (2020). Artificial intelligence in anesthesiology. Anesthesiology, 132(2), 379-394. DOI:10.1097/aln.000.000.0000002960
• Hwang, G., Tu, Y., & Tang, K. (2022). Ai in online-learning research: visualizing and interpreting the journal publications from 1997 to 2019. The International Review of Research in Open and Distributed Learning, 23(1), 104-130. DOI:10.19173/irrodl.v23i1.6319
• Jian, H., Shen, G., & Ren, X. (2021). Connotation analysis and paradigm shift of teaching design under artificial intelligence technology. International Journal of Emerging Technologies in Learning (Ijet), 16(05), 73. DOI:10.3991/ijet.v16i05.20287
• Jiang, X. (2022). Design of artificial intelligence-based multimedia resource search service system for preschool education. In 2022 International Conference on Information System, Computing and Educational Technology (ICISCET) (pp. 76-78). IEEE. DOI: 10.1109/ICISCET56785.2022.00027
• Johnson, D., & Verdicchio, M. (2017). Ai anxiety. Journal of the Association for Information Science and Technology, 68(9), 2267-2270. DOI: 10.1002/asi.23867
• Lameras, P., & Arnab, S. (2021). Power to the teachers: an exploratory review on artificial intelligence in education. Information, 13(1), 14. DOI:10.3390/info13010014
• Lee, I., & Perret, B. (2022). Preparing High School Teachers to Integrate AI Methods into STEM Classrooms. In Proceedings of the AAAI Conference on Artificial Intelligence (Vol. 36, No. 11, pp. 12783-12791).
• Lee, J., Joswick, C., & Pole, K. (2022). Classroom play and activities to support computational thinking development in early childhood. Early Childhood Education Journal, 51(3), 457-468. DOI:10.1007/s10643.022.01319-0
• Liao, L., & Gu, F. (2022). 5G and artificial intelligence interactive technology applied in preschool education courses. Wireless Communications and Mobile Computing, 7629354. DOI:10.1155/2022/7629354
• Lindner, A., & Romeike, R. (2019). Teachers’ perspectives on artificial intelligence. In ISSEP 2019 – 12th International conference on informatics in schools: Situation, evaluation and perspectives, local proceedings 2019 (pp. 22–29).
• Manyika, J., Chui, M., & Miremadi, M. (2016). Where machines could replace humans—and where they can’t (yet). McKinsey Quarterly.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
• Misiejuk, K., & Wasson, B. (2017). State of the field report on learning analytics. SLATE report 2017–2. Bergen: Centre for the Science of Learning & Technology (SLATE) http://bora.uib.no/handle/1956/17740 adresinden alınmıştır.
• Molenaar, I. (2022). Towards hybrid human‐AI learning technologies. European Journal of Education, 57(4), 632-645. DOI: 10.1111/ejed.12527
• Nabi, W., & Xu, B. (2021). Applications of artificial intelligence and machine learning approaches in echocardiography. Echocardiography, 38(6), 982-992. DOI:10.1111/echo.15048
• Nan, J. (2020). Research of application of artificial intelligence in preschool education. In Journal of Physics: Conference Series, 1607(1), DOI: 10.1109/ICISCET56785.2022.00027
• Ng, D. T. K., Lee, M., Tan, R. J. Y., Hu, X., Downie, J. S., & Chu, S. K. W. (2023). A review of AI teaching and learning from 2000 to 2020. Education and Information Technologies, 28(7), 8445-8501. DOI:10.1007/s10639.022.11491-w
• Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., & Nguyen, B. P. T. (2023). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28(4), 4221–4241. DOI: 10.1007/s10639.022.11316-w
• Pedró, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. Paris: UNESCO.
• Popenici, S., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1). DOI: 10.1186/s41039.017.0062-8
• Sanders, C., Mayfield-Smith, K., & Lamm, A. (2021). Exploring Twitter discourse around the use of artificial intelligence to advance agricultural sustainability. Sustainability, 13(21), 12033. DOI: 10.3390/su132112033
• Sanusi, I. T., Oyelere, S. S., Vartiainen, H., Suhonen, J., & Tukiainen, M. (2022). A systematic review of teaching and learning machine learning in K-12 education. Education and Information Technologies, 1–31. DOI: 10.1007/S10639.022.11416-7/TABLES/5.
• Su, B., Tang, T. Y., & Winoto, P. (2018). Story Teller: A Contextual-based Educational Augmented-Reality Application for Preschool Children. In Proceedings of the 2018 ACM International Joint Conference and 2018 International Symposium on Pervasive and Ubiquitous Computing and Wearable Computers (pp. 259-262). DOI: 10.1145/3267.305.3267671
• Su, J., & Yang, W. (2022). Artificial intelligence in early childhood education: A scoping review. Computers and Education: Artificial Intelligence, 3, 100049.
• Su, J., & Zhong, Y. (2022). Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions. Computers and Education: Artificial Intelligence, 3, 100072. DOI: 10.1016/j.caeai.2022.100061
• Su, J., Guo, K., Chen, X., & Chu, S. K. W. (2023b). Teaching artificial intelligence in K–12 classrooms: a scoping review. Interactive Learning Environments, 1-20. DOI: 10.1080/10494.820.2023.2212706
• Su, J., Ng, D. T. K., & Chu, S. K. W. (2023a). Artificial intelligence (AI) literacy in early childhood education: The challenges and opportunities. Computers and Education: Artificial Intelligence, 4, 100124.
• Uyak, S., Uyak, S. G., Ürey, D., Keskin, Ö., Aymaz, A., & Aydın, İ. (2023). Okul öncesi eğitim kurumlarında yapay Zekâ uygulamaları: Yönetici ve öğretmen görüşleri. Social Mentality And Researcher Thinkers Journal (SMART JOURNAL), 9(75), 4625-4636. DOI: 10.29228/smryj.72414
• Xia, Q., Chiu, T. K., Lee, M., Sanusi, I. T., Dai, Y., & Chai, C. S. (2022). A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education. Computers & Education, 189, 104582. DOI:10.1016/j.compedu.2022.104582
• 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. DOI:10.1016/j.caeai.2022.100061
• Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri, Seçkin Yayıncılık.
• Yuen, S. C., Yaoyuneyong, G., & Johnson, E. (2011). Augmented Reality: An Overview and Five Directions for AR in Education. Journal of Educational Technology Development and Exchange (JETDE), 4(1). DOI: 10.18785/jetde.0401.10
• Zawacki‐Richter, O., Marín, V., 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). DOI:10.1186/s41239.019.0171-0.