Akademik Veri Yönetim Sistemi
Educational Process: International Journal, cilt.13, sa.3, ss.7-21, 2024 (Scopus)
Background/Purpose: Integrating artificial intelligence tools within educational settings has generated considerable debate, yet empirical research that offers implications of its usage remains scarce. This study aims to qualitatively assess the perceptions and experiences of school principals and teachers regarding the use of ChatGPT in K-12 schools, focusing on the potential benefits and challenges. Materials/Methods: Using a SWOT analysis framework, semi-structured interviews were conducted with 17 teachers and four school principals to explore participants’ insights and perceptions about the strengths, weaknesses, opportunities, and threats associated with using ChatGPT in education. Results: The findings suggest that ChatGPT positively contributes to learning by providing personalized feedback, encouraging collaborative working, and supporting content-rich learning environments. It also contributes to the improvement of writing and language skills by providing continuous feedback to both students and teachers. However, concerns have been raised regarding ethical issues such as data privacy, security, plagiarism, bias, and the potential for commercial exploitation, as well as negative psychological impacts on users. Conclusion: The study provides important early evidence on the integration of AI in education, highlighting both potential benefits and significant ethical challenges. The findings contribute to the existing literature by providing a detailed examination of the practical and ethical implications of using AI tools such as ChatGPT in educational settings. Further research is recommended to further explore these issues and guide effective AI integration in schools.