“Replacing teachers? Doubt it.” Practitioners' views on adaptive learning technologies' impact on the teaching profession

Merikko, Joonas; Kivimäki, Ville

doi:10.3389/feduc.2022.1010255

Cited by 5 publications

(2 citation statements)

References 35 publications

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“…It has transformed scholarly society into a knowledge-based society, providing students with access to a wealth of information and resources. However, ICT cannot replace teachers, who are essential to the quality of education (Merikko & Kivimäki, 2022). A study by Collins and Halverson (2018) found that using ICTs can dramatically change classroom dynamics and students' learning.…”

Section: Introductionmentioning

confidence: 99%

Saudi K-12 teachers' views on English teaching using technology

Al-alami,

Alhamami

2024

englie

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Teachers play a vital role as key stakeholders in the educational process. They have comprehensive insights into specific challenges that schools encounter, and their perspectives can provide in-depth presentations on particular issues faced within schools. This study investigated the perceptions of Saudi K-12 teachers on the use of technologies in teaching English as a foreign language (EFL). A mixed-method study was conducted in 13 K-12 schools in the southern part of Saudi Arabia to investigate teachers' perceptions of using technologies in teaching and learning EFL. The study involved 35 teachers, both male and female, who teach English at different levels in K-12 education. Quantitative data were collected through questionnaires (n = 30) and analyzed quantitatively. Qualitative data were collected through interviews (n = 5) and analyzed thematically. The study found that Saudi K-12 teachers generally have positive perceptions of the use of technologies to teach English in their classrooms. They believe that technologies can improve student motivation, engagement, and achievement. They also believe that technologies can give students access to a wider range of resources and help them develop 21st-century skills. The study also identified some challenges to the use of technologies in Saudi K-12 education, such as lack of teacher training, limited access to technology, and cultural factors. However, the study also provided valuable insights into the criteria that teachers use to choose technologies to teach English in Saudi Arabia. The findings of this study have implications for the development of technology policies and practices in K-12 schools. The findings also provide valuable insights for teachers and researchers who are interested in the use of technologies in EFL in general and K-12 education in particular.

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Section: Introductionmentioning

confidence: 99%

Saudi K-12 teachers' views on English teaching using technology

Al-alami,

Alhamami

2024

englie

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“…The third assessment question appears to have two correct answers (C and D). It is notable that the ChatGPT recognizes its limitations in terms of the amount of information it can process and provide, as well as its understanding of the breadth and depth of the subjects such as anatomy.It is important to keep in mind that the AI chatbot is still a machine and does not have the same capabilities as a human teacher 8. The instructor's ability to empathize, nurture, and motivate students through personal connections can have a substantial effect on student interest in the subject, engagement, and retention of information 9.…”

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confidence: 99%

Initial impressions of ChatGPT for anatomy education

Mogali

2023

Anatomical Sciences Ed

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The release of Open AI's ChatGPT (Generative Pre-trained Transformer) in November 2022 has generated widespread attention and speculations in the world's mainstream media, social media, and tech industries. 1 It can perform text production, translation, and even answer questions based on the input it receives. 2 For instance, it can produce well-organized essays, poetry, and computer programs. In a recent white paper by the University of Pennsylvania's Wharton School of Business, the ChatGPT chatbot scored high enough in a Masters of Business Administration (MBA) OperationsManagement course to earn a final exam grade of at least a "B-". 3 Within higher education, ChatGPT introduces a mix of new challenges and promises related to teaching and learning, curriculum design, and assessment approaches. 1,3 Proponents of this technology boast that it is the best Artificial Intelligence (AI) chatbot ever created and could be an advantageous tool for students, if used properly; whilst others warn that ChatGPT has the potential to spread misinformation masked as advanced falsehoods. 4,5 The online propagation of misinformation (false and inaccurate information) and disinformation (false information that is intentionally designed to mislead) are serious matters that could impede society's ability to improve public health, tackle climate change, and address other impactful issues. Some institutions have already prohibited the use of ChatGPT on school-owned computers and networks out of concern that it will unwittingly encourage academic dishonesty. 1,6 To counter some of the unintended consequences of ChatGPT, a new application, GPTZero released in January of 2023, returns a plagiarism score to estimate the likelihood of an AI-written document.GPTZero is a free tool that educators can add to their arsenal to ensure the originality of students' work. Like many, I am constantly intrigued by new technologies that can enhance anatomy teaching and learning. As such, I could not wait to experiment with this new AI chatbot. My initial views of ChatGPT and its responses to inquiries about human anatomy are presented here.

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