PRE-SERVICE TEACHERS' EXPERIENCES IN DEVELOPING EDUCATIONAL MATERIALS WITH AI TOOLS
DOI:
https://doi.org/10.18623/rvd.v23.n1.3682Keywords:
Artificial Intelligence (AI) in Education, Pre-Service Teachers, Instructional Material Design, Experiential Learning Theory, Digital PedagogyAbstract
This qualitative study explored how prospective Turkish Language and Literature teachers conceptualized and experienced the design process of developing educational materials utilizing artificial intelligence (AI) technology and some of the difficulties they had encountered. Based on Kolb's Experiential Learning Theory, the qualitative study employed a single cycle practice oriented intervention design that was based upon action research. The study was conducted in a University located in the Marmara Region of Turkey with students who participated in a 4 week (12 hours) training program using Vyond, Gamma, ChatGPT/Gemini and Suno for listening, reading, speaking and writing. Semi-structured interviews, participant journal entries and researcher observation data collection methods were utilized to collect the data. Content analysis was applied to analyze the data. The results indicated an evolution from abstract potential focused views of AI (i.e. time savings, access to a wealth of information), to more concrete, understanding views of AI including personalization, increased efficiency, providing diversity of materials, increasing student motivation, and supporting teacher growth. AI was primarily used for creating texts, making presentations, conducting research, and testing new uses such as music, storytelling and animation. However, many of the participants identified risks including reduced critical thinking, and complacency of students' use of AI technology without teacher guidance. Therefore, it is concluded that structured participation in AI will increase digital and pedagogic literacy if supported by ethical considerations and reflective teaching practices.
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