探索教师对教育中人工智能的认识:北塞浦路斯的一个案例研究
Ahmet Güneyli1, Nazım Serkan Burgul2, Sonay Dericioğlu3
1Faculty of Education, European University of Lefke, Lefke 99728, Northern Cyprus, Mersin 10, Türkiye.
概括
教师对教育中的人工智能 (AI) 意识不受人口统计学的影响. 实践知识是将人工智能纳入教学实践的最关键因素.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 教师专业发展教师专业发展
背景情况:
- 人工智能 (AI) 在各个领域的日益集成,需要了解其在教育中的应用.
- 教师的意识和准备对于有效地在教学实践中实施AI工具至关重要.
- 现有的研究往往忽略了影响教师在不同教育水平的AI意识和应用的具体因素.
研究的目的:
- 调查教师对教育中的人工智能 (AI) 意识的程度.
- 检查人工智能意识如何随着社会人口统计特征,技术访问和有关人工智能的特定知识/信念而变化.
- 确定影响人工智能在教师教学实践中的应用的关键因素.
主要方法:
- 采用调查模型进行了有目的和雪球采样,涉及北塞浦路斯的小学,中学,高中和大学等级的164名教师.
- 这是一个很棒的节目,这是一个很棒的节目.
- 人工智能意识尺度 人工智能意识尺度
- (Ferikoğlu & Akgün, 2022) 被用来衡量人工智能意识.
- 统计分析包括t测试,单向ANOVA,逻辑回归,奇平方和多层神经网络分析,以评估关系并确定影响因素.
主要成果:
- 教师的社会人口特征 (年龄,性别,教育,收入) 并没有显著影响人工智能意识.
- 与小学,中学和高中教师相比,大学讲师在教学中展示了更高的AI整合.
- 实际知识成为教学中人工智能使用的最重要的预测因素 (重要性权重:0.450),其次是信仰/态度 (0.298).
结论:
- 教师人口统计数据似乎不是教育中人工智能意识的障碍.
- 实践知识和积极的信念/态度是人工智能在教学中采用的重要驱动力.
- 专注于实际人工智能技能的有针对性的教师培训计划对于有效的教育技术集成至关重要.
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