The main goal of this study was to examine the integration of AI-powered tools into lessons by pre-service teachers in the context of the diffusion of innovation theory.
Methods: The study used a case study approach with 32 senior pre-service teachers in a classroom teaching department. Participants were asked to prepare lesson plans integrating three AI-powered music tools. Data was collected through lesson plan analysis, an individual innovativeness scale, and pre/post-implementation questionnaires.
Key Findings:
- Pre-service teachers' individual innovativeness scores differed significantly based on the level of student interaction provided in their lesson plans using AI-powered tools.
- More innovative pre-service teachers tended to use AI-powered tools more interactively in their lessons.
- Pre-service teachers used AI-powered tools for various purposes and at different stages of their lesson plans.
- There was a change in pre-service teachers' perceptions of AI before and after the implementation.
Implications: The study suggests that individual innovativeness plays a crucial role in the appropriate implementation of AI in education. It highlights the need for teacher training programs to foster innovativeness and provide guidance on AI integration.
Limitations: The study was conducted with a relatively small sample size and focused only on pre-service teachers in one department.
Future Directions: The authors suggest future research could explore AI integration in different educational contexts and with larger sample sizes. They also recommend investigating specific aspects of lessons where AI can be effectively integrated.
Title and Authors: "Do Innovative Teachers use AI-powered Tools More Interactively? A Study in the Context of Diffusion of Innovation Theory" by Ozlem Uzumcu and Hasan Acilmis.
Published On: Accepted on 14 August 2023, Published online on 30 August 2023
Published By: Technology, Knowledge and Learning