Eğitimde Yapay Zekâ Uygulamalarının Kullanımına Yönelik Bir Değerlendirme
Özet
Yapay zeka hayatın her alanında etkisini hissettiren bir konu olmuştur. Eğitimde öğrenci-eğitimci-bilgi etkileşimi çerçevesinde yapay zekanın etkileri incelenmelidir. Çalışmada, eğitimsel amaçlarla yapay zeka kullanımı incelenmiş, eğitimde yapay zeka kullanımın faydaları hem öğrenci hem de eğitimci açısından değerlendirilmiştir. Eğitimsel amaçla kullanılabilen on dört farklı yapay zeka uygulamasının hangi amaçla kullanılabileceği ve kullanımı sırasında oluşabilecek olası problemler aktarılmıştır. Yapay zeka kullanımının faydalarının yanı sıra yapay zekanın kullanımında var olan ve geliştirilirse artı olarak değerlendirilebilecek, geliştirilmemesi ve dikkate alınmaması durumunda ortaya çıkabilecek yetersizliklere de yer verilmiştir. Eğitimcilerin yapay zekanın gücünden faydalanarak eğitim-öğretim süreçlerine sağlayabilecekleri katkılara, aynı zamanda dikkatli olunması gereken hususlara odaklanılmıştır.
Referanslar
Ahmad, K., Qadir, J., Al-Fuqaha, A., Iqbal, W., El-Hassan, A., Benhaddou, D. & Ayyash, M. (2020). Data-driven artificial intelligence in education: A Comprehensive Review.
Akarsu, B. (2018). Ölçme ve değerlendirme. İstanbul: Cinius Yayınları.
Akgun, S., & Greenhow, C. (2021). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 1-10.
Akınoğlu, O. (2005). Türkiye’de uygulanan ve değişen eğitim programlarinin psikolojik temelleri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 22(22), 31-45.
Alshahrani, A. (2023). The impact of ChatGPT on blended learning: Current trends and future research directions.International Journal of Data and Network Science, 7(4), 2029-2040.
Baidoo-anu, D. & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7 (1), 52-62. Retrieved from https://dergipark.org.tr/en/pub/jai/issue/77844/1337500
Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Granada Learning.
Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational researcher, 13(6), 4-16.
Caruajulca, C.B. (2021). Critical thinking in the educational in the field of education. Asean Journal of Psychiatry.
Çelebi, V. & İnal, A. (2019). Yapay zekâ bağlamında etik problemi. Journal of International Social Research, 12(66).
Cheatham, B., Javanmardian, K. & Samandari, H. (2019). Confronting the risks of artificial intelligence. McKinsey Quarterly, 2(38), 1-9.
Chen, L., Chen, P. & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278. doi: 10.1109/ACCESS.2020.2988510.
Çullhaj, S. (2017). Key features of personalized learning. European Journal of Multidisciplinary Studies, 2(7), 130-132.
Danry, V., Pataranutaporn, P., Mao, Y. & Maes, P. (2023). Don’t just tell me, ask me: AI systems that intelligently frame explanations as questions improve human logical discernment accuracy over Causal AI explanations. Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems.
Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55, 45-52.
Durón, R. R., Limbach, B. & Waugh, W.S. (2006). Critical thinking framework for any discipline.
Dyrenfurth, M. J. & Kozak, M. R. (1991). Technological Literacy. Glencoe Division, Macmillan/McGraw-Hill.
Escotet, M. Á. (2023). The optimistic future of Artificial intelligence in higher education. Prospects, 1-10.
European Commission (2005). Proposal for a recommendation of the European Parliament and of the Council on key competencies for lifelong learning,” European Commission
Fahimirad, M. & Kotamjani, S. S. (2018). A review on application of artificial intelligence in teaching and learning in educational contexts. International Journal of Learning and Development, 8(4), 106-118.
Fidan, M. & Debbağ, M. (2019). Bilişim teknolojileri ve yazılım dersi öğretim programının teknoloji okuryazarlığı boyutları açısından incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (50), 22-50. DOI: 10.21764/maeuefd.342552
Ford, D. N. (1998). System dynamics as a strategy for learning to learn. in learning for the 2ft century conference proceedings, Andersen Worldwide Center for professional education, St. Charles, illinois (Vol. 2).
García-Peñalvo, F. J. (2023). The perception of Artificial Intelligence in educational contexts after the launch of ChatGPT: Disruption or Panic? Education in the Knowledge Society, 24, Article e31279. https://doi.org/10.14201/eks.31279
Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B. & Koedinger, K. R. (2021). Ethics of AI in education: Towards a community-wide framework. International Journal of Artificial Intelligence in Education, 1-23.
Huang, R., Spector, J. M., Yang, J. (2019). Learner experiences with educational technology. In: educational technology. lecture notes in educational technology. Springer, Singapore. https://doi.org/10.1007/978-981-13-6643-7_6
Johnson, B. G., Phillips, F. & Chase, L. G. (2009). An intelligent tutoring system for the accounting cycle: Enhancing textbook homework with artificial intelligence. Journal of Accounting Education, 27(1), 30-39.
Kavitha, V. L. (2019). R. A critical study on the use of artificial intelligence, e-Learning technology and tools to enhance the learner’s experience. Cluster Comput 22 (Suppl 3), 6985–6989.https://doi.org/10.1007/s10586-018-2017-2
Kim, M. K., Kim, N. J. & Heidari, A. (2022). Learner experience in artificial intelligence-scaffolded argumentation. Assessment & Evaluation in Higher Education, 47(8), 1301-1316.
Krishna Rao, M. R. K. (2005). Infusing critical thinking skills into content of AI course. ACM SIGCSE Bulletin, 37(3), 173-177.
Krstić, L., Aleksić, V. & Krstić, M. (2022). Artificial Intelligence in Education: A Review. Proceedings TIE 2022.
Li, X. (2007). Intelligent agent–supported online education. Decision Sciences Journal of Innovative Education, 5(2), 311-331.
MEB, (2018). 2023 Eğitim vizyonu. Milli Eğitim Bakanlığı.
MEB, (2022). Ortaokul ve İmam hatip ortaokulu 5. sınıf Türkçe ders kitabı. Koza Yayıncılık, Ankara.
N Anjum (2016), Learning to learn, International Journal of Indian Psychology, 4 (1), ISSN:2348-5396 (e), ISSN:2349-3429 (p), DIP:18.01.091/20160304, ISBN:978-1-365-56745-2 the focus of education is shifting from “teaching” to “learning” today.
Norlin, S. (2014). The importance of feedback. Journal of Best Teaching Practices, April 2014, 11-12.
Öztürk Dilek, G. (2019). Yapay zekanın etik gerçekliği. Ankara Uluslararası Sosyal Bilimler Dergisi, 2 (4) , 47-59 . Retrieved from https://dergipark.org.tr/en/pub/usdad/issue/51335/642184
Pardo del Val, M. & Martínez Fuentes, C. (2003), Resistance to change: a literature review and empirical study, Management Decision, 41 (2), 148-155. https://doi.org/10.1108/00251740310457597
Popenici, S. A. & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 1-13.
Reiss, M. J. (2021). The Use of al in education: Practicalities and ethical considerations. London Review of Education, 19(1),1.
Roll, I. & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26, 582-599.
Sandu, N. & Gide, E. (2019). Adoption of AI-Chatbots to enhance student learning experience in higher education in India. In 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-5). IEEE.
Schleicher, A. (9 Ekim 2023). ChatGPT and PISA: Ensuring our education systems keep up. The OECD forum network. https://www.oecd-forum.org/posts/chatgpt-and-pisa-ensuring-our-education-systems-keep-up
Sidana, M. (2019). A review of the use of artificial intelligence in the field of education. Int J Artif Intell Mach Learn, 1(3).
Spector, J. M. & Ma, S. (2019). Inquiry and critical thinking skills for the next generation: from artificial intelligence back to human intelligence. Smart Learning Environments, 6(1), 1-11.
Strandberg, M. (2013). Homework-Is there a connection with classroom assessment? A review from Sweden. Educational Research, 55(4), 325-346. https://doi.org/10.1080/00131881.2013.844936
Svenningsen, L., Bottomley, S. & Pear, J. J. (2018). personalized learning and online instruction. In R. Zheng (Ed.), Digital technologies and instructional design for personalized learning (pp. 164-190). IGI Global. https://doi.org/10.4018/978-1-5225-3940-7.ch008
Taskiran, A. & Goksel, N. (2022). Automated feedback and teacher feedback: Writing achievement in learning English as a foreign language at a distance. Turkish Online Journal of Distance Education, 23(2), 120-139.
The Institute for Ethical AI in Education., (2021). The ethical framework for AI in education, technical report, The Institute for Ethical AI in Education. :https://www.buckingham.ac.uk/research-theinstitute-for-ethical-ai-in-education/.
Topakkaya, A. & Eyibaş, Y. (2019). Yapay zekâ ve etik ilişkisi . Felsefe Dünyası, (70), 81-99. Retrieved from https://dergipark.org.tr/en/pub/felsefedunyasi/issue/58339/850694
Truong, T. C., Diep, Q. B. & Zelinka, I. (2020). Artificial intelligence in the cyber domain: Offense and defense. Symmetry, 12(3), 410.
Tunçer, P. (2013). Değişim yönetimi sürecinde değişime direnme. Ondokuz Mayıs University Journal of Education Faculty, 32 (1), https://dergipark.org.tr/en/pub/omuefd/issue/20246/214802
U.S. Department of Education, Office of Educational Technology, Artificial intelligence and future of teaching and learning: Insights and Recommendations, Washington, DC, 2023.
Uribe-Enciso, O. L., Uribe-Enciso, D. S. & Vargas-Daza, M.D. (2017). Critical thinking and its importance in education: some reflections. Rastros Rostros, 19, 78-88.
Velander, J., Taiye, M. A., Otero, N. & Milrad, M. (2023). Artificial Intelligence in K-12 Education: eliciting and reflecting on Swedish teachers' understanding of AI and its implications for teaching & learning. Education and Information Technologies, 1-21.
Vincent‐Lancrin, S. & Vlies, R.V. (2020). Trustworthy artificial intelligence (AI) in education. Research Papers in Economics.
Vorst, V. T. & Jelicic, N. (2019). Artificial intelligence in education: Can AI bring the full potential of personalized learning to education?, 30th European Conference of the International Telecommunications Society (ITS): "Towards a Connected and Automated Society", Helsinki, Finland, 16th-19th June, 2019, International Telecommunications Society (ITS), Calgary
Welham, D. (2008). AI in training (1980–2000): Foundation for the future or misplaced optimism?. British Journal of Educational Technology, 39(2), 287-296.
Willingham, D. T., 2019, “How to teach critical thinking”, Education: Future Frontiers, 1: 1–17.
Woolf, B. (1991). AI in Education. University of Massachusetts at Amherst, Department of Computer and Information Science.
Yılmaz, D. & Kılıçoğlu, G. (2013). Resistance to change and ways of reducing resistance in educational organizations. European journal of research on education, 1(1), 14-21.
Zawacki-Richter, O., Marín, V. I., Bond, M. & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators?. International Journal of Educational Technology in Higher Education, 16(1), 1-27.
Referanslar
Ahmad, K., Qadir, J., Al-Fuqaha, A., Iqbal, W., El-Hassan, A., Benhaddou, D. & Ayyash, M. (2020). Data-driven artificial intelligence in education: A Comprehensive Review.
Akarsu, B. (2018). Ölçme ve değerlendirme. İstanbul: Cinius Yayınları.
Akgun, S., & Greenhow, C. (2021). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 1-10.
Akınoğlu, O. (2005). Türkiye’de uygulanan ve değişen eğitim programlarinin psikolojik temelleri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 22(22), 31-45.
Alshahrani, A. (2023). The impact of ChatGPT on blended learning: Current trends and future research directions.International Journal of Data and Network Science, 7(4), 2029-2040.
Baidoo-anu, D. & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7 (1), 52-62. Retrieved from https://dergipark.org.tr/en/pub/jai/issue/77844/1337500
Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Granada Learning.
Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational researcher, 13(6), 4-16.
Caruajulca, C.B. (2021). Critical thinking in the educational in the field of education. Asean Journal of Psychiatry.
Çelebi, V. & İnal, A. (2019). Yapay zekâ bağlamında etik problemi. Journal of International Social Research, 12(66).
Cheatham, B., Javanmardian, K. & Samandari, H. (2019). Confronting the risks of artificial intelligence. McKinsey Quarterly, 2(38), 1-9.
Chen, L., Chen, P. & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278. doi: 10.1109/ACCESS.2020.2988510.
Çullhaj, S. (2017). Key features of personalized learning. European Journal of Multidisciplinary Studies, 2(7), 130-132.
Danry, V., Pataranutaporn, P., Mao, Y. & Maes, P. (2023). Don’t just tell me, ask me: AI systems that intelligently frame explanations as questions improve human logical discernment accuracy over Causal AI explanations. Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems.
Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55, 45-52.
Durón, R. R., Limbach, B. & Waugh, W.S. (2006). Critical thinking framework for any discipline.
Dyrenfurth, M. J. & Kozak, M. R. (1991). Technological Literacy. Glencoe Division, Macmillan/McGraw-Hill.
Escotet, M. Á. (2023). The optimistic future of Artificial intelligence in higher education. Prospects, 1-10.
European Commission (2005). Proposal for a recommendation of the European Parliament and of the Council on key competencies for lifelong learning,” European Commission
Fahimirad, M. & Kotamjani, S. S. (2018). A review on application of artificial intelligence in teaching and learning in educational contexts. International Journal of Learning and Development, 8(4), 106-118.
Fidan, M. & Debbağ, M. (2019). Bilişim teknolojileri ve yazılım dersi öğretim programının teknoloji okuryazarlığı boyutları açısından incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (50), 22-50. DOI: 10.21764/maeuefd.342552
Ford, D. N. (1998). System dynamics as a strategy for learning to learn. in learning for the 2ft century conference proceedings, Andersen Worldwide Center for professional education, St. Charles, illinois (Vol. 2).
García-Peñalvo, F. J. (2023). The perception of Artificial Intelligence in educational contexts after the launch of ChatGPT: Disruption or Panic? Education in the Knowledge Society, 24, Article e31279. https://doi.org/10.14201/eks.31279
Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B. & Koedinger, K. R. (2021). Ethics of AI in education: Towards a community-wide framework. International Journal of Artificial Intelligence in Education, 1-23.
Huang, R., Spector, J. M., Yang, J. (2019). Learner experiences with educational technology. In: educational technology. lecture notes in educational technology. Springer, Singapore. https://doi.org/10.1007/978-981-13-6643-7_6
Johnson, B. G., Phillips, F. & Chase, L. G. (2009). An intelligent tutoring system for the accounting cycle: Enhancing textbook homework with artificial intelligence. Journal of Accounting Education, 27(1), 30-39.
Kavitha, V. L. (2019). R. A critical study on the use of artificial intelligence, e-Learning technology and tools to enhance the learner’s experience. Cluster Comput 22 (Suppl 3), 6985–6989.https://doi.org/10.1007/s10586-018-2017-2
Kim, M. K., Kim, N. J. & Heidari, A. (2022). Learner experience in artificial intelligence-scaffolded argumentation. Assessment & Evaluation in Higher Education, 47(8), 1301-1316.
Krishna Rao, M. R. K. (2005). Infusing critical thinking skills into content of AI course. ACM SIGCSE Bulletin, 37(3), 173-177.
Krstić, L., Aleksić, V. & Krstić, M. (2022). Artificial Intelligence in Education: A Review. Proceedings TIE 2022.
Li, X. (2007). Intelligent agent–supported online education. Decision Sciences Journal of Innovative Education, 5(2), 311-331.
MEB, (2018). 2023 Eğitim vizyonu. Milli Eğitim Bakanlığı.
MEB, (2022). Ortaokul ve İmam hatip ortaokulu 5. sınıf Türkçe ders kitabı. Koza Yayıncılık, Ankara.
N Anjum (2016), Learning to learn, International Journal of Indian Psychology, 4 (1), ISSN:2348-5396 (e), ISSN:2349-3429 (p), DIP:18.01.091/20160304, ISBN:978-1-365-56745-2 the focus of education is shifting from “teaching” to “learning” today.
Norlin, S. (2014). The importance of feedback. Journal of Best Teaching Practices, April 2014, 11-12.
Öztürk Dilek, G. (2019). Yapay zekanın etik gerçekliği. Ankara Uluslararası Sosyal Bilimler Dergisi, 2 (4) , 47-59 . Retrieved from https://dergipark.org.tr/en/pub/usdad/issue/51335/642184
Pardo del Val, M. & Martínez Fuentes, C. (2003), Resistance to change: a literature review and empirical study, Management Decision, 41 (2), 148-155. https://doi.org/10.1108/00251740310457597
Popenici, S. A. & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 1-13.
Reiss, M. J. (2021). The Use of al in education: Practicalities and ethical considerations. London Review of Education, 19(1),1.
Roll, I. & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26, 582-599.
Sandu, N. & Gide, E. (2019). Adoption of AI-Chatbots to enhance student learning experience in higher education in India. In 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-5). IEEE.
Schleicher, A. (9 Ekim 2023). ChatGPT and PISA: Ensuring our education systems keep up. The OECD forum network. https://www.oecd-forum.org/posts/chatgpt-and-pisa-ensuring-our-education-systems-keep-up
Sidana, M. (2019). A review of the use of artificial intelligence in the field of education. Int J Artif Intell Mach Learn, 1(3).
Spector, J. M. & Ma, S. (2019). Inquiry and critical thinking skills for the next generation: from artificial intelligence back to human intelligence. Smart Learning Environments, 6(1), 1-11.
Strandberg, M. (2013). Homework-Is there a connection with classroom assessment? A review from Sweden. Educational Research, 55(4), 325-346. https://doi.org/10.1080/00131881.2013.844936
Svenningsen, L., Bottomley, S. & Pear, J. J. (2018). personalized learning and online instruction. In R. Zheng (Ed.), Digital technologies and instructional design for personalized learning (pp. 164-190). IGI Global. https://doi.org/10.4018/978-1-5225-3940-7.ch008
Taskiran, A. & Goksel, N. (2022). Automated feedback and teacher feedback: Writing achievement in learning English as a foreign language at a distance. Turkish Online Journal of Distance Education, 23(2), 120-139.
The Institute for Ethical AI in Education., (2021). The ethical framework for AI in education, technical report, The Institute for Ethical AI in Education. :https://www.buckingham.ac.uk/research-theinstitute-for-ethical-ai-in-education/.
Topakkaya, A. & Eyibaş, Y. (2019). Yapay zekâ ve etik ilişkisi . Felsefe Dünyası, (70), 81-99. Retrieved from https://dergipark.org.tr/en/pub/felsefedunyasi/issue/58339/850694
Truong, T. C., Diep, Q. B. & Zelinka, I. (2020). Artificial intelligence in the cyber domain: Offense and defense. Symmetry, 12(3), 410.
Tunçer, P. (2013). Değişim yönetimi sürecinde değişime direnme. Ondokuz Mayıs University Journal of Education Faculty, 32 (1), https://dergipark.org.tr/en/pub/omuefd/issue/20246/214802
U.S. Department of Education, Office of Educational Technology, Artificial intelligence and future of teaching and learning: Insights and Recommendations, Washington, DC, 2023.
Uribe-Enciso, O. L., Uribe-Enciso, D. S. & Vargas-Daza, M.D. (2017). Critical thinking and its importance in education: some reflections. Rastros Rostros, 19, 78-88.
Velander, J., Taiye, M. A., Otero, N. & Milrad, M. (2023). Artificial Intelligence in K-12 Education: eliciting and reflecting on Swedish teachers' understanding of AI and its implications for teaching & learning. Education and Information Technologies, 1-21.
Vincent‐Lancrin, S. & Vlies, R.V. (2020). Trustworthy artificial intelligence (AI) in education. Research Papers in Economics.
Vorst, V. T. & Jelicic, N. (2019). Artificial intelligence in education: Can AI bring the full potential of personalized learning to education?, 30th European Conference of the International Telecommunications Society (ITS): "Towards a Connected and Automated Society", Helsinki, Finland, 16th-19th June, 2019, International Telecommunications Society (ITS), Calgary
Welham, D. (2008). AI in training (1980–2000): Foundation for the future or misplaced optimism?. British Journal of Educational Technology, 39(2), 287-296.
Willingham, D. T., 2019, “How to teach critical thinking”, Education: Future Frontiers, 1: 1–17.
Woolf, B. (1991). AI in Education. University of Massachusetts at Amherst, Department of Computer and Information Science.
Yılmaz, D. & Kılıçoğlu, G. (2013). Resistance to change and ways of reducing resistance in educational organizations. European journal of research on education, 1(1), 14-21.
Zawacki-Richter, O., Marín, V. I., Bond, M. & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators?. International Journal of Educational Technology in Higher Education, 16(1), 1-27.
