Research Article
Stavros Papakonstantinidis, Piotr Kwiatek, Filomachi Spathopoulou
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep495
ABSTRACT
This research investigates the perspectives of using artificial intelligence writing software (AIWS) in professional contexts, focusing on academic and non-academic writers. These two groups, while standing to gain increased productivity through the adoption of AIWS, also express concerns regarding the widespread implementation of this technology. Notably, artificial intelligence (AI) writing tech’s impact on content creation has been profound, with its swift grammatically accurate content generation. This adoption, however, remains controversial. The study employs a quantitative approach, combining technology acceptance model and new computer game attitude scale. This approach allows us to discern implications of using AI-powered writing tools while accounting for possible differences in different domains of use. Through a survey of 219 participants, spanning academia and business, the study explores attitudes and willingness to use AIWS. Findings yield insights into non-academic writers’ readiness and implications of AIWS adoption. Business, non-academic professionals view AIWS as a tool for efficiency and content quality, while writers in academic contexts express concerns about biases, manipulation, and job displacement. The study contributes to AIWS understanding, benefiting developers, educational institutions, and content creators, and elucidates differing attitudes and age dynamics between academics and professionals. The research underscores the multifaceted influence of AIWS, providing a foundation for future exploration in this emerging domain, as well as practical applications for industries and educational institutions.
Keywords: artificial intelligence, chatbots, ChatGPT, education, educational technologies
Research Article
Mohanad Halaweh
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep421
ABSTRACT
Since the launch of ChatGPT for public use, educators have expressed a variety of concerns about its integration into educational settings. This paper has been written to provide an in-depth examination of these issues and explore the potential use of ChatGPT in educational contexts. Specifically, it aims to (i) present an argument in favor of incorporating ChatGPT into education and (ii) provide educators with a set of strategies and techniques to ensure responsible and successful implementation of ChatGPT in teaching or research. By doing so, this paper aims to promote a more informed discussion around the use of ChatGPT in education.
Keywords: ChatGPT, artificial intelligence (AI), education, educational technologies
Research Article
Irene García-Lázaro, Jesús Conde-Jiménez, María Pilar Colás-Bravo
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep352
ABSTRACT
The presence and use of technologies in educational settings is constantly increasing. Therefore, initial teacher education needs to prepare future teachers to deal with this technological implementation from both practical and pedagogical perspectives. This paper examines the treatment of technologies that initial teacher education offers to early childhood education and primary education preservice teachers facing their practicum experiences. A bibliometric and thematic review during the 2010-2020 period is conducted in WoS, Scopus, PsycInfo, and ERIC databases. An analysis of co-occurrence of terms and the creation of bibliometric maps are considered. The thematic analysis follows an inductive approach. Three big areas are addressed through this approximation: consideration of technologies before practicum, the use of technologies at the schools, and the study of preservice teacher’s personal variables. Findings show the importance of working with technological preparation of university supervisors and cooperating teachers when teacher candidates do their practicum. In this proposal, to consider the self-efficacy and technological, pedagogical and content knowledge model of preservice teachers is encouraged. Conclusions underline the importance of teaching and strengthening pedagogical and reflective experiences during the practicum. Limitations are considered.
Keywords: initial teacher education, bibliometric review, practicum, TPACK, educational technologies, teaching practices
Research Article
Gulden Gursoy, Derya Orhan Goksun
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 338-357
ABSTRACT
The present study aimed to improve the experiences of pre-service science teachers in content development using Web 2.0 tools and to determine the effects of these experiences on their self-efficacy beliefs in content development via Web 2.0 tools. The present study was conducted with a mixed design that included empirical and phenomenological methods. Forty-two pre-service science teachers participated in the study. During the implementation, pre-service teachers developed content using Web 2.0 tools such as Kahoot, Quizizz, Powtoon, Emaze, MindMeister and Toondoo and shared the content with the class using Edmodo. “Self-Efficacy Belief Scale on Fast Content Development via Web 2.0” was used as pre- and post-tests. Findings demonstrated that pre-service teachers’ self-efficacy beliefs and all sub-dimensions of content development via Web 2.0 tools improved as a result of the implementation. The views of them were grouped under seven themes; prejudice, satisfaction, awareness, fun, infrastructure problems, language problems and tool problems. Additionally, when the mean of item responses were examined, it was seen that the highest one was about preparing worksheet self-efficacy belief. Furthermore, it was determined that pre-service teachers were happy to participate in the implementation, recognized ways to integrate technology in their fields, and had fun while developing content.
Keywords: Educational technologies, Web 2.0 tools, Self-efficacy, Content development, Teacher education
Research Article
Atef Abuhmaid
CONT ED TECHNOLOGY, Volume 5, Issue 1, pp. 73-89
ABSTRACT
Cutting edge technologies are one of the main areas in which private schools compete so they can showcase themselves as pioneers In Jordan, as it is in other education contexts worldwide. The Interactive Whiteboard (IWB) is becoming one of the rapidly adopted educational technologies everywhere. However, while moving too fast to adopt new technologies, often decision is made without taking teachers’ perceptions into account. The current study focuses on teachers’ perspectives on two main aspects of the integration of IWBs in four Jordanian private schools: First, teachers’ perceptions of IWBs as instructional tools, and second, the presence of various supporting factors identified by the literature for the success of integrating IWB into schools. The study used a 26-item Likert scale which was administered to 200 teachers in the participating schools. The results showed that the participating schools spend extensive efforts and resources in integrating IWBs into their contexts; however, some supporting factors for the effective implementation might have been overlooked. In addition, in contrast to what some professionals might expect and some vendors might try to promote, IWBs did not make teachers’ job “easier” in terms of relieving teachers’ workloads, despite their values as reported by teachers.
Keywords: Interactive whiteboard, IWB, Instructional technologies, Technology integration in education, ICT, Educational technologies in Jordan
Research Article
Serkan Celik
CONT ED TECHNOLOGY, Volume 3, Issue 2, pp. 115-129
ABSTRACT
The interactive whiteboards (IWB) has now been incorporated into the Turkish schools and educational institutions with the launch of the Fatih Project. This article first described the adaptation of a self-efficacy scale on IWB use in Turkish. The secondary aim of the study was to report the self-efficacy levels of primary school teachers toward the technology and the use of IWB in teaching. The participants of the current research were selected on a non-random basis among the primary schools in Kirikkale having at least one designated classroom with IWB. The adaptation studies of the scale including 19 items revealed that it possessed two factors which were implied as common and specific tools of IWBs. The results suggested that the confidence levels of the participant teachers in using IWB tools and features were observed as not satisfactory. This research is expected to serve as a basis for further IWB related studies and contribute to enhancing opportunities to utilize current technologies within the Turkish educational contexts.
Keywords: Interactive whiteboards, New educational technologies, IWB, Teachers’ selfefficacy in the use of technology, Fatih Project