Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Bilgisayar Ve Öğretim Teknolojileri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2025
Tezin Dili: İngilizce
Öğrenci: AMENA AKTER NIPA
Danışman: Tarkan Gürbüz
Özet:
Artificial Intelligence (AI) is increasingly
transforming education by providing innovative tools that enhance teaching and
learning. However, many educators remain uncertain about how to utilize AI
effectively while ensuring ethical practices, highlighting the need for AI
literacy in K-12 education. Before implementing AI literacy curricula, understanding
teachers’ attitudes toward AI and their needs for successful adoption is
essential.
This study explored K-12 teachers’ attitudes toward AI
and their curriculum needs for implementing AI literacy. A mixed-method
approach was adopted, employing the General Attitudes towards Artificial
Intelligence Scale (GAAIS) to measure attitudes and open-ended survey questions
to capture teachers’ perspectives. The study involved 40 teachers from public
and private K-12 schools who voluntarily shared their views. Findings revealed
that teachers hold moderately positive attitudes toward the beneficial aspects
of AI (M = 3.33/5) and a somewhat forgiving attitude toward its negative
aspects (M = 3.07/5), suggesting a general openness to AI integration in
education.
Thematic analysis of teachers’ responses identified
key needs for successful AI literacy implementation, including professional
development training, technical support, comprehensive curriculum resources,
and clear ethical and policy guidelines. Teachers also emphasized the
importance of promoting responsible AI use and aligning curriculum content with
real-world applications.
Overall, the study contributes to the growing field of
AI in education by offering insights that can guide policymakers, curriculum developers,
and educational leaders in designing effective AI literacy curricula for K-12
schools.