There has been an increase in studies about artificial intelligence (AI) in the educational sector and many scholars in this field believe that the role of teachers, school, and leaders in education will change due to AI. In this study, the aim of the research is to explore the potential opportunities arising from the inclusion of artificial intelligence (AI) in education and highlight its impact on the future of schools and universities. The opinions of participants from different sectors of educational institutions have been investigated for this study, and the result is that AI will be beneficial for both students and teachers in schools, but it will also have drawbacks. While participants generally have positive perceptions towards AI, there are also some drawbacks with regard to the future of teaching, especially highlighted by teachers and educationists.
Introduction Artificial Intelligence (AI) is the simulation of human intelligence processes in robots. It is generally expressed by the public as the ability of computers or machines to act and think like humans. It represents the attempts of computerized systems to imitate the human mind and functions. Ng (2017) claims that artificial intelligence is the new power of this era. It is one of the most essential tools today, and it is a powerful factor in the country’s economic growth. Investment. Artificial intelligence broke a record in China in 2017 with $40 billion (Mou, 2019). In line with its earnings from AI, China is expected to see a 26% increase in its gross domestic product (GDP) by 2030 ($7 trillion). North America is expected to see a 14.5% increase ($3.7 trillion) in the same time frame. PwC, 2017). This shows that artificial intelligence will be incorporated more in many fields, including education. Schools will soon be expected to embrace the digital world and incorporate new technologies to make teaching and learning more efficient. New forms of technology will enter our lives and fascinate our youth, and in this situation schools will have no choice but to make room for them. Nevertheless, different fields have different opinions on artificial intelligence. Thus, the aim of this study is to examine what the use of artificial intelligence in education means according to the opinions of participants from different fields and what kind of implications it may bring for the future of education.
1. Artificial Intelligence In Education
Schools aim to conduct classes at a faster pace that can deliver better results in less time. Is it possible to do this in the 21st century without incorporating new technologies like AI? What opportunities can artificial intelligence provide in education that will differentiate people from robots or smart vehicles and help humans retain their emotional and social aspects? Probably soon, these topics will be the main agenda of policymakers and implementers in the field. In fact, there has been a lot of discussion on whether AI can actually replace teachers or not.
The results of these studies are as follows: The use of artificial intelligence in education will make learning more personalized, provide effective learning experiences, enable students to discover their talents, improve their creativity and reduce the workload of teachers. It has also been emphasized that good teachers will continue to help boost the efficiency, morale, creativity and intelligence of children in the future as well. In fact, it is said that AI will help make people more human. Despite all this, it is also being seen as a threat. In studies on artificial intelligence, transferring the role of teachers to computers is seen as a threat.
The increasing use of artificial intelligence in education is set to bring significant changes to both education systems and their processes. Based on the results of the study, Sekeroglu, Demililer, and Tuncal (2019) stated that artificial intelligence has the potential to assist teachers in enhancing personalized learning for their students. This technological advancement promises to provide access to appropriate and improved learning opportunities for many individuals and communities such as people facing exclusion, people with disabilities, refugees, individuals not currently enrolled in school, and people living in isolated communities.
There are many tasks that teachers currently perform manually, such as recording attendance, answering the same questions about topics, repeating information, and other administrative tasks. This can be solved by a dual teacher model with artificial intelligence in the context of personalized learning. Artificial intelligence-supported assistants in the classroom will act as secondary teachers and reduce the time spent on routine processes, allowing teachers to focus on student guidance and one-to-one communication.
Research Method
It is a review, study, and analysis of some given literature that has been accepted. The research was designed as a phenomenological study, which is a qualitative research method. Through this research, I have attempted to uncover the opinions of different participants on artificial intelligence in education. The data collected is based on the perceptions of participants on artificial intelligence in education from four different professions.
2. Participants
Purposive sampling was preferred when determining the participants. Four target groups were approached regarding AI in education:
• Academics; academics working in the field of educational sciences (5 people)
• Experts; technical experts on artificial intelligence in private or public organizations (4 people).
• Legal experts; lawyers and judges currently working in courts (5 people)
• Teachers; teachers currently working in public schools (5 people).
3. Collection and Analysis of Data
The questions were first sent to all 19 participants in an online form. This form included questions such as ‘what they think about AI, their positive and negative impressions on AI in education, how it will be integrated in education, future view of AI’, among others. Next, face-to-face interviews were conducted with the participants to gain a better understanding of the responses to what they wrote in the form. All data was analyzed according to the content analysis method, from codes to more overall themes. Every single response was evaluated in detail, and participants were given the chance to elaborate and clarify their written responses during voluntary face-to-face meetings.
4. Reliability
Reliability is extremely important in qualitative research. To ensure data validation, the data source triangulation method (Strubert and Carpenter, 2011) was used. To employ a more trustworthy process in the study, the data collection, coding, tabulation, and reporting steps of qualitative research were followed by an expert academician in the field. The involvement of experts from different fields in the study on artificial intelligence in education provided a rich and different data source. The compatibility of the data with similar studies in the literature was examined in detail. The material was compared by providing data and results from several data sources. The work process, objectives and methods were clearly explained to the participants, and they were told that they had the right to leave the study whenever they wanted.
Findings
The main themes obtained in this section are based on the codes emphasized the most by the participants. It was observed that when the data was analyzed the participants first emphasized on the products, applications, and outputs that will enter our lives with the advent of artificial intelligence in education. Several aspects such as drawbacks, advantages, suggestions were mentioned, and they are explained below.
5. Products (Outcomes)
Products and concrete outcomes are expected in the education sector by the participants. Under the product dimension, these products and concrete outcomes expected in education are listed. The products are as follows:
• Personalized learning (related to the individualization of education),
• Robot assistants and robot teachers,
• Advanced technology software,
• Simulations for education and lessons,
• Smart classrooms in schools,
• Scenario and case study-producing systems,
• Programs or tools for taking attendance,
• Learning outcome detection systems (for students’ levels),
• Personalized learning tools,
• Attention and distraction analysis systems,
• Systems that understand and report students’ learning patterns,
• Interest, aptitude and need analysis systems,
• Suggestion systems for detecting and improving academic success.
All these are possible ways to incorporate AI in education in the future. Artificial intelligence in education can be used in many areas ranging from personalized learning, exam opportunities, face recognition systems to taking attendance at the entrance to the classroom.
6. Drawbacks
According to the participants, AI potentially had some drawbacks. This theme listed these drawbacks:
• mechanical thinking of individuals, suppression of intuitive sense,
• humanistic values may be replaced by utilitarian or pragmatic approaches,
• data security,
• information-oriented human type,
• no need for human intervention in education,
• negative impact on social relationships.
Participants also mentioned some other concerns and drawbacks separately. These included risks that “AI will dominate the field and humans will not be needed anymore”. Many other similar concerns were raised, especially by teachers.
7. Benefits
Here are presented the results obtained from the participants’ opinions about the benefits of using artificial intelligence in education. Accordingly, these benefits are:
• More effective personalized learning process,
• No more paperwork in schools,
• Correct determination of individual’s need,
• Helping the individual to learn at their own pace,
• Practical solution to old problems,
• Helping to make the right decision with fast data analysis,
• Preventing wastage of time,
• Increasing education quality,
• Planning teaching according to the student’s ability and pace,
• Providing ease of work.
The main benefits include the fact that the student’s knowledge can be monitored, evaluated, and planning can be done on which profession this student should focus on in the future. It also helps in tracking attendance easily and can help in personalizing learning, making it fun and enjoyable for students.
8. Suggestions
The participants had suggestions regarding the use of artificial intelligence in education. These suggestions are as follows:
• Human psychology should not be ignored.
• There should be a certain measurement system when using artificial intelligence in education.
• The AI integration process should proceed in such a way that it does not have a negative impact on social relations.
• Applications or systems developed in relation to artificial intelligence in education should be tested with pilot applications and integrated into the system according to their results.
• Academic studies on the developed systems should be conducted and analyzed.
• The effects of artificial intelligence-related systems on the decision-making power in people’s lives should be measured.
• Artificial intelligence in education is not a comprehensive solution; it should be used only in areas of need.
• This process should be done in an interdisciplinary manner with all stakeholders, not just teachers and engineers.
It was thus concluded that AI should be used with caution. Conscious use of artificial intelligence should exist, and AI should be prioritized only for areas that need it. It should not be used unnecessarily. AI should be a helpful and supportive tool, it should not completely take over education in educational institutions. Participants generally viewed AI development positively. Academics may have only evaluated the potential benefits and disadvantages of teaching in terms of teaching professions and seen potential problems in teachers’ future, while they seem to acknowledge the benefits in teaching processes. On the other hand, expert engineers said that in terms of the system, AI will bring quality and benefits to everyone in the education sector.
Conclusion
4 main themes emerged from this study. The first theme is products, which are expected to be seen in AI in the near future. This includes techniques to personalize learning, make routine tasks easier for both teachers and students, and various simulation programs. Using AI, the one-size-fits-all approach that is being used can be replaced by more personalized and adaptive learning for each individual. Thus, we can say that AI will be a great support for students and teachers.
The second theme was drawbacks and risks of AI. Participants believe that the integration of AI will make robotic assistants and tutors more adaptable than humans as teachers and this will create problems in the job security of all teachers. Participants in the study believed that the widespread use of AI will result in an overly mechanical way of processing information, practical approach, less space for teachers, ethical and safety issues, and negative social effects in relationships. In the current situation, uncontrolled, inappropriate or excessive mobile phone use appears to cause behavioral, social and emotional difficulties. Another major concern in the community about AI is the loss of jobs.
The third theme was the benefits of AI. This theme is similar to the first theme, except here it focuses on the functions of AI. It can be used to eliminate paperwork and organize all files completely on its own. This can help increase the quality of education without the waste of time and effort. Thus, AI will better address the needs of learners and help students learn at their own pace. Another benefit of AI in education is to guide students in mastering, repeat lessons as needed, and instantly design a personalized learning plan for each student.
The fourth and final theme included all the suggestions from the participants. The main suggestions were to proceed with AI cautiously so as not to have a harmful effect on social relationships and humanity. Artificial intelligence technologies are an exciting field for humans; however, it is not a cure for everything or a fix that will bring complete good. In conclusion, the arrival of AI in schools will have benefits, drawbacks, and risks associated with it for schools. Most participants believe that AI will open up new opportunities for students and learners that normal classrooms or educational tools cannot provide. But AI can also cause problems. Schools need a proactive approach to AI to ensure it is being used correctly and to its full potential.
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