Professional Development of University Educators in Artificial Intelligence: Current State DOI Creative Commons
Renata Elsakova, Anna M. Markus

Vysshee Obrazovanie v Rossii = Higher Education in Russia, Journal Year: 2024, Volume and Issue: 33(11), P. 73 - 94

Published: Dec. 2, 2024

The rapid development of artificial intelligence (AI) has posed many dilemmas for higher education, one which is the university educators’ competencies in using AI technologies educational process. purpose this study to present current state problem professional sphere theory and practice education. To achieve goal, theoretical empirical methods were used. group ones includes analysis scientific literature Internet sources, generalization advanced pedagogical experience, comparative analysis, content systematization. document questionnaire survey. first part article presents international Russian regulatory documents, showed significance studied issue society, also allowed us find out that legal framework regulating education currently undergoing stage active formation. second review publications by foreign scientists, helped highlight aspects field AI, as well identify its insufficientcoverage. third results form systematization programs offered universities commercial organizations at moment. made on two bases: means implementation target audience. fourth describes authors’ experience a program educators creation neural networks took place South Ural State University (National Research University). conclusion states necessity systematic problem, coordination actions bodies develop supporting framework, create conditions promote continuous competencies.

Language: Английский

Using ChatGPT for Science Learning: A Study on Pre-service Teachers' Lesson Planning DOI
Gyeong-Geon Lee, Xiaoming Zhaı

IEEE Transactions on Learning Technologies, Journal Year: 2024, Volume and Issue: 17, P. 1683 - 1700

Published: Jan. 1, 2024

While ongoing efforts have continuously emphasized the integration of ChatGPT with science teaching and learning, there are limited empirical studies exploring its actual utility in classroom. This study aims to fill this gap by analyzing lesson plans developed 29 pre-service elementary teachers assessing how they integrated into learning activities. We first examined was subject domains, methods/strategies then evaluated using a GenAI-TPACK-based rubric. further teachers' perceptions concerns about integrating learning. Results show diverse number applications different domains—e.g., Biology (9/29), Chemistry (7/29), Earth Science (7/29). Fourteen types were identified plans. On average, scored high on modified TPACK-based rubric (M = 3.29; SD .91; 1-4 scale), indicating reasonable envisage particularly 'instructional strategies & ChatGPT' 3.48; .99). However, relatively lower exploiting ChatGPT's functions toward full potential 3.00; .93), compared other aspects. also several inappropriate use cases planning (e.g., as source hallucinated internet material technically unsupported visual guidance). Pre-service anticipated afford high-quality questioning, self-directed individualized support, formative assessment. Meanwhile, expressed accuracy risks that students may be overly dependent ChatGPT. They suggested solutions systemizing classroom dynamics between students. The underscores need for more research roles generative AI settings provides insights future AI-integrated

Language: Английский

Citations

27
Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science? DOI
Xiaoming Zhaı, Matthew Nyaaba, Wenchao Ma

et al.

Science & Education, Journal Year: 2024, Volume and Issue: unknown

Published: Jan. 29, 2024

Language: Английский

Citations

15
Pre-Service Teachers’ GenAI Anxiety, Technology Self-Efficacy, and TPACK: Their Structural Relations with Behavioral Intention to Design GenAI-Assisted Teaching DOI Creative Commons
Kai Wang, Qianqian Ruan, Xiaoxuan Zhang

et al.

Behavioral Sciences, Journal Year: 2024, Volume and Issue: 14(5), P. 373 - 373

Published: April 29, 2024

Generative artificial intelligence (GenAI) has taken educational settings by storm in the past year due to its transformative ability impact school education. It is crucial investigate pre-service teachers’ viewpoints effectively incorporate GenAI tools into their instructional practices. Data gathered from 606 teachers were analyzed explore predictors of behavioral intention design Gen AI-assisted teaching. Based on Unified Theory Acceptance and Use Technology (UTAUT) model, this research integrates multiple variables such as Technological Pedagogical Content Knowledge (TPACK), anxiety, technology self-efficacy. Our findings revealed that social influence, performance expectancy significantly predicted GenAI-assisted However, effort facilitating conditions not statistically associated with intentions. These offer significant insights intricate relationships between influence perspectives intentions regarding technology.

Language: Английский

Citations

15
Generative AI in Academic Research: A Descriptive Study on Awareness, Gender Usage, and Views among Pre-Service Teachers DOI Creative Commons
Matthew Nyaaba, Patrick Kyeremeh, Eric Kojo Majialuwe

et al.

Journal of AI, Journal Year: 2024, Volume and Issue: 8(1), P. 45 - 60

Published: April 25, 2024

This study investigated the engagement of Pre-Service Teachers (PSTs) with Generative AI (GAI) tools in their research projects, focusing on awareness, source usage pattern based gender, and views GAI academic research. We adopted a descriptive survey method to collect data from one hundred four PSTs across five institutions Ghana using five-point Likert-type instrument, which included an open-ended question. The quantitative were analyzed means, frequencies, percentages, standard deviations, independent samples t-test. findings revealed that are familiar tools, especially ChatGPT Google Bard. They learned about these through personal searches, recommendations friends, social media platforms. used writing all chapters Introduction Chapter being most common area application, followed by Discussion Findings Chapter, Literature Review Methodology, Summary Conclusion. also identified significant gender disparity use male exhibiting higher frequency compared female counterparts. Nonetheless, both genders expressed positive attitude towards research, noting among other benefits provided them confidence independence writing. However, they recognized inaccuracies information led skepticism relying solely for projects. Consequently, preference support supervisors, highlighting importance balanced approach combines human supervision While we recommend integrating teacher education programs, strongly suggest such integration should be complemented comprehensive guidance how can effectively conduct original advanced

Language: Английский

Citations

9
Transforming Teachers’ Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices DOI
Xiaoming Zhaı

Journal of Science Education and Technology, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 18, 2024

Language: Английский

Citations

9
Generative AI in teacher education: Teacher educators’ perception and preparedness DOI Creative Commons
Bismark Nyaaba Akanzire, Matthew Nyaaba, Macharious Nabang

et al.

Journal of Digital Educational Technology, Journal Year: 2025, Volume and Issue: 5(1), P. ep2508 - ep2508

Published: Jan. 28, 2025

This rapid study explores teacher educators’ perceptions of generative artificial intelligence (GenAI) in education, conducted through a descriptive survey involving 55 educators from two colleges education Ghana. A convenience sampling technique was adopted for data collection, and analysis using <i>exploratory factor analysis</i> used to identify primary factors shaping preparedness GenAI integration. Key findings reveal generally positive perception among the educators, who recognize GenAI’s potential support academic achievement, increase student engagement, improve communication within settings. The further indicate that background factors, such as age, years teaching experience, department, college, do not significantly predict their GenAI. Since none these measured were significant predictors, this suggests training resources should be broadly prioritized, accessible, heavily tailored specific demographic groups. However, identified concerns <i>barriers challenges</i> including ethical issues, fairness assessment, possible adverse effects on educator-student relationship. <i>communication independence</i> highlight need professional development, with emphasizing importance usage optimize its educational potential. concludes while benefits, there are essential practical challenges address. Recommendations include establishing clear policies guidelines guide implementation ensure usage. We recommend expansion research larger sample gather comprehensive insights acceptance levels

Language: Английский

Citations

0
From Gretel to Strudelcity: Empowering Teachers Regarding Generative AI for Enhanced AI Literacy with CollectiveGPT DOI Creative Commons
Benedikt Brünner, Sandra Schön, Martin Ebner

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(2), P. 206 - 206

Published: Feb. 8, 2025

In the era of transformative technologies, generative artificial intelligence (genAI) offers profound opportunities and challenges for education. This study explores development execution an interactive workshop designed to equip educators with foundational genAI literacy. Using a design-based research (DBR) framework, leverages interactivity contextual relevance introduce concepts, prompting strategies ethical considerations. Participants engaged in scripted learning design, comparing human AI responses, exploring genAI’s probabilistic foundations, context dependency, vulnerability manipulation. Conducted across 12 workshops 191 participants Austria, this revealed significant improvements self-perceived understanding, 70% reporting better grades post-assessment evaluations. Feedback emphasized workshop’s strengths relevance, alongside recommendations deeper school-specific applications. Scalability analysis showed that duration remained consistent regardless group size, suggesting potential broader implementation. The findings highlight effectiveness design fostering critical literacy, preparing critically evaluate ethically integrate into pedagogical practices. adaptable model contributes discourse on professional AI-enhanced

Language: Английский

Citations

0
Pre-service science teachers’ perception on using generative artificial intelligence in science education DOI
Izida I. Ishmuradova, С. П. Жданов, Sergey V. Kondrashev

et al.

Contemporary Educational Technology, Journal Year: 2025, Volume and Issue: 17(3), P. ep579 - ep579

Published: March 27, 2025

The development of generative artificial intelligence (AI) has started a conversation on its possible uses and inherent difficulties in the field education. It becomes essential to understand perceptions pre-service teachers about integration this technology into teaching practices as AI models including ChatGPT, Claude, Gemini acquire popularity. This investigation sought create valid trustworthy instrument for evaluating science teachers’ opinions implementation educational settings related science. work was undertaken within faculty education at Kazan Federal University. total number participants is 401 undergraduate students. process scale encompassed expert evaluation content validity, exploratory factor analysis, confirmatory assessments reliability. resultant consisted four dimensions: optimism utility education, readiness openness integration, AI’s role inclusivity engagement, concerns skepticism demonstrated robust psychometric properties, evidenced by elevated reliability coefficients. Cluster analysis unveiled distinct profiles based their responses, encompassing spectrum from enthusiastic skeptical disengaged individuals. study provides comprehensive perceptions, thereby informing teacher programs professional initiatives regarding responsible AI. Recommendations entail validation across varied contexts, exploration longitudinal changes, subject-specific applications

Language: Английский

Citations

0
Are They Ready to Teach? Generative AI as a Means to Uncover Pre-Service Science Teachers’ PCK and Enhance Their Preparation Program DOI Creative Commons
Ron Blonder, Yael Feldman-Maggor, Shelley Rap

et al.

Journal of Science Education and Technology, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 18, 2024

Abstract Integrating generative artificial intelligence (GenAI) in pre-service teachers’ education programs offers a transformative opportunity to enhance the pedagogical development of future science educators. This conceptual paper suggests applying GenAI tool evaluate content knowledge (PCK) among teachers. By holding interactive dialogues with GenAI, teachers engage lesson planning way that reveals their understanding content, pedagogy, and PCK while facilitating practical application theoretical knowledge. Interpretation these interactions provides insights into teachers-to-be skills, enabling personalized learning experiences targeted program adjustments. The underscores need equip necessary competencies utilize effectively teaching practices. It contributes ongoing discourse on technology’s role teacher preparation programs, highlighting potential addressing existing challenges evaluating developing via GenAI. suggested research directions aim further investigate usage implications educational contexts.

Language: Английский

Citations

2
Entre humanos y algoritmos: percepciones docentes sobre la exploración con IAG en la Enseñanza del Nivel Superior DOI Creative Commons
Silvia Andreoli, Luciana Perillo, Elsa Aubert

et al.

Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, Journal Year: 2024, Volume and Issue: 37, P. e6 - e6

Published: May 22, 2024

Este estudio explora las percepciones de la Inteligencia Artificial Generativa (IAG) entre docentes educación superior, utilizando una metodología cualitativa para profundizar en oportunidades y desafíos que presenta esta tecnología emergente. Los hallazgos destacan el potencial IAG repensar prácticas pedagógicas enseñanza al tiempo revelan inquietudes torno a cuestiones éticas integridad académica. Asimismo, se enfatiza importancia formación docente continua generación espacios reflexión colectiva universidad. El apunta necesidad un abordaje situado colaborativo, reconozca tanto como implicaciones complejas conlleva incorporación herramientas superior contemporánea.

Citations

1