Evaluation of ChatGPT Usage in Preschool Education: Teacher Perspectives

Year 2024, Volume: 15 Issue: 30, 387 - 414

Mustafa Uğraş

https://doi.org/10.58689/eibd.1537337

Abstract

This study aims to determine teachers' views on the use of ChatGPT in preschool education. The study was conducted using a case study, which is one of the qualitative research methods. In the 2023–2024 academic year, the study group consisted of 16 preschool teachers working in a province in the Eastern Anatolia Region of Turkey. The researcher developed a semi-structured interview form and used researcher diaries as data collection tools. An inductive content analysis approach described the data from the interviews with the participating teachers and the research diaries. The findings revealed that most of the teachers thought that ChatGPT was suitable for preschool education due to its potential, such as creating personalized and creative activities and suggesting games and stories. However, negative opinions about potential problems such as obtaining misinformation, technology addiction, decreased social interaction, and deriving age-inappropriate content were also identified. Teachers agreed that ChatGPT has potential in terms of language development, individual learning support, development of creativity, fast access to information, and story creation, but they also had a common opinion that it can be harmful, such as increasing screen time, reducing social interaction, and not fully supporting emotional and social aspects. For successful integration at the pre-school level, technical requirements such as tablets and computers may be needed, as well as teacher trainings, a guide on how to use ChatGPT effectively, and information for parents. School administrators, teachers, and parents should receive training about ChatGPT, as suggested.

Keywords

ChatGPT, Artificial intelligence (AI), Preschool teachers, Kindergarten, Early childhood

Okul Öncesi Eğitimde ChatGPT Kullanımının Değerlendirilmesi: Öğretmen Perspektifleri

Abstract

Bu çalışmanın amacı, okul öncesi eğitimde ChatGPT kullanımına ilişkin öğretmen görüşlerini belirlemektir. Çalışma nitel araştırma yöntemlerinden biri olan durum çalışması kullanılarak gerçekleştirilmiştir. Çalışma grubunu 2023-2024 eğitim-öğretim yılında Türkiye'nin Doğu Anadolu Bölgesi'ndeki bir ilde görev yapan 16 okul öncesi öğretmeni oluşturmaktadır. Araştırmacı, veri toplama aracı olarak yarı yapılandırılmış bir görüşme formu geliştirmiş ve araştırmacı günlükleri kullanmıştır. Katılımcı öğretmenlerle yapılan görüşmelerden ve araştırma günlüklerinden elde edilen veriler tümevarımcı bir içerik analizi yaklaşımıyla betimlenmiştir. Bulgular, öğretmenlerin çoğunun ChatGPT'nin kişiselleştirilmiş ve yaratıcı etkinlikler oluşturma, oyun ve hikayeler önerme gibi potansiyelleri nedeniyle okul öncesi eğitim için uygun olduğunu düşündüğünü ortaya koymuştur. Bununla birlikte, yanlış bilgi edinme, teknoloji bağımlılığı, sosyal etkileşimin azalması ve yaşa uygun olmayan içeriklerin türetilmesi gibi potansiyel sorunlara ilişkin olumsuz görüşler de tespit edilmiştir. Öğretmenler ChatGPT'nin dil gelişimi, bireysel öğrenmeyi destekleme, yaratıcılığı geliştirme, bilgiye hızlı erişim ve hikaye oluşturma açısından potansiyeli olduğu konusunda hemfikir olmakla birlikte ekran süresini artırma, sosyal etkileşimi azaltma, duygusal ve sosyal yönleri tam olarak desteklememe gibi zararlı olabileceği konusunda da ortak görüşe sahiptir. Okul öncesi düzeyde başarılı bir entegrasyon için, tablet ve bilgisayar gibi teknik gereksinimlerin yanı sıra öğretmen eğitimleri, ChatGPT'nin nasıl etkili bir şekilde kullanılacağına dair bir rehber ve ebeveynler için bilgi gerekebilir. Okul yöneticileri, öğretmenler ve ebeveynler ChatGPT hakkında önerildiği gibi eğitim almalıdır.

Keywords

ChatGPT, Yapay zeka, okul öncesi

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