What Do Turkish Pre-Service Teachers Think About Artificial Intelligence?

Haseski, Halil İbrahim

doi:10.21585/ijcses.v3i2.55

Cited by 24 publications

(22 citation statements)

References 60 publications

(52 reference statements)

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“…The first part "artificial" means "not real" or "natural" and "intelligence" means "the ability to reason, to trigger new thoughts, to perceive and learn". As stated by Haseski (2019) and Talan (2021) artificial intelligence is described as machines that could contemplate autonomously and produce intelligent choices. Accordingly, Aldosari (2020)…”

Section: Artificial Intelligencementioning

confidence: 99%

The Effectiveness of Designing E-Learning Environment based on Mastery Learning and Artificial Intelligence on Developing English Speaking Skills among Tenth Graders in Palestine

2023

IUGJEPS

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The study aimed to design an e-learning environment based on learning for proficiency and artificial intelligence, and to know its effectiveness in developing English speaking skills for tenth grade students. To achieve the objectives of the study, the quasi-experimental approach was used on a sample of (70) female students from one female secondary school for girls by random selection. The equivalence of the two groups was verified. The researcher applied the pre-test to both groups. The experimental group was taught using the e-learning environment, while the control group was taught by the traditional method in the second semester of the 2021-2022 school year. The experiment lasted for five weeks. Speaking skills test, speaking skills list has been applied to build the test. The results of the study showed that there were statistically significant differences at the significance level (α ≤ = 0.01) between the mean scores of the control group and the experimental group on the post-speaking skills test in favor of the experimental group due to the effectiveness of the e-learning environment based on learning for mastery. The study recommended that English language teachers use the e-learning environment based on learning for mastery and artificial intelligence in their lessons to improve students' English language skills, especially speaking skills.

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Section: Artificial Intelligencementioning

confidence: 99%

The Effectiveness of Designing E-Learning Environment based on Mastery Learning and Artificial Intelligence on Developing English Speaking Skills among Tenth Graders in Palestine

2023

IUGJEPS

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“…According to these authors, developments in automation and AI will actually "make people more human." According to Haseski (2019), who is talking about educational research on AI, the use of artificial intelligence in education will make learning more personalized, offer efficient learning experiences, allow students to discover their talents, enhance their creativity, and reduce teachers' workload. However, there are also opposing viewpoints.…”

Section: Artificial Intelligence In Educationmentioning

confidence: 99%

Impact of Artificial Intelligence on the Transformation and Development of Educational Sector in Nigeria

Obinn Ihejirika,

Ogana,

Oyise Uzezi

2023

DRJSSES

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The study examined the impact of AI in transforming the educational sector in Nigeria. The many uses of AI technologies in educational measuring and evaluation are examined in this study. Three research questions that transcend to three hypotheses were formulated to act as a guide in realizing the objectives of the study. The research was anchored on technology/diffusion innovation theory. The data for the research were sourced mainly from documented works. The findings of the study revealed that the digital divide is affecting rural dwellers, individuals, groups, and regions with socio-economic or infrastructural limitations. The paper recommended among other things that there is urgent need for the government to close the widening gap of digital divide in the rural areas by installing technological enhancements to drive artificial intelligence in teaching and learning; the teachers should be intermittently trained to be acquainted with the current trend of artificial intelligence tools used to ameliorate the difficulties posed by the new innovation.

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“…Various perspectives and agendas have permeated the school walls and influenced the teachers' perception and understanding of AI. Surveys of teachers' perceptions show that their knowledge of AI has been broadly influenced by media coverage and hype topics of AI, as opposed to being reliant on traditional teacher education programs or curriculum documents (Haseski, 2019). Likewise, due to the media influence, many teachers place great emphasis on the social and ethical dimensions of AI and viewed the socio-cultural knowledge as an imperative component of AI disciplinary knowledge (Lindner & Romeike, 2019).…”

Section: The Complex Environment Of K-12 Ai Educationmentioning

confidence: 99%

Collaborative construction of artificial intelligence curriculum in primary schools

Dai

Liu

Jian-jun

et al. 2022

J of Engineering Edu

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Background: The recent discussion of introducing artificial intelligence (AI) knowledge to K-12 students, like many engineering and technology education topics, has attracted a wide range of stakeholders and resources for school curriculum development. While teachers often have to directly interact with external stakeholders out of the public schooling system, few studies have scrutinized their negotiation process, especially teachers' responses to external influences, in such complex environments. Purpose: Guided by an integrated theoretical framework of social constructionism, this research examined the process of how a teacher-initiated AI curriculum was constructed with external influences. The research focused on teachers' perspectives and responses in mediating external influences into local schools and classrooms.Methods: A 3-year ethnographic study was conducted in relation to an AI curriculum project among 23 Computer Science (CS) teachers from primary schools. Data collected from ethnographic observation, teacher interviews, and artifacts, were analyzed using open coding and triangulation rooted in the ethnographic, interpretivist approach.Results: Three sets of external influences were found salient for teachers' curriculum decisions, including the orientation of state-level educational policies, AI faculty at a partner university, and students' media and technology environments. The teachers' situational logics and strategic actions were reconstructed with thick descriptions to uncover how they navigated and negotiated the external influences to fulfill local challenges and expectations in classrooms and schools. Conclusions:The ethnographic study uncovered the dynamic and multifaceted negotiation involved in the collaborative curriculum development, and offers insights to inform policymaking, teacher education, and student support in engineering education.

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What Do Turkish Pre-Service Teachers Think About Artificial Intelligence?

Cited by 24 publications

References 60 publications

The Effectiveness of Designing E-Learning Environment based on Mastery Learning and Artificial Intelligence on Developing English Speaking Skills among Tenth Graders in Palestine

The Effectiveness of Designing E-Learning Environment based on Mastery Learning and Artificial Intelligence on Developing English Speaking Skills among Tenth Graders in Palestine

Impact of Artificial Intelligence on the Transformation and Development of Educational Sector in Nigeria

Collaborative construction of artificial intelligence curriculum in primary schools

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