Fundamental and Basic Cognitive Skills Required for Teachers to Effectively Use Chatbots in Education [Konferenzbericht] Paper presented at the International Baltic Symposium on Science and Technology Education (BalticSTE2023) (5th, Šiauliai, Lithuania, Jun 12-15, 2023).

Autor/inn/en	Kerneža, Maja
Titel	Fundamental and Basic Cognitive Skills Required for Teachers to Effectively Use Chatbots in Education [Konferenzbericht] Paper presented at the International Baltic Symposium on Science and Technology Education (BalticSTE2023) (5th, Šiauliai, Lithuania, Jun 12-15, 2023).
Quelle	(2023), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kerneža, Maja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Thinking Skills; Educational Technology; Computer Mediated Communication; Artificial Intelligence; Computer Assisted Instruction; Curriculum Development; Teaching Skills; Preservice Teachers; Instructional Design; Foreign Countries; Slovenia + Suchen Sie Ihr Suchwort? Denkfähigkeit; Unterrichtsmedien; Computerkonferenz; Künstliche Intelligenz; Computer based training; Computerunterstützter Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Slowenien
Abstract	With the rapid advancement of technology, education is undergoing a transformational change. Chatbots have become increasingly popular in recent years and are being utilized as teaching assistants to support teachers and students in various ways. However, little research has been done on the skills required by teachers to prepare curriculum content using chatbots. The research aims to identify the skills teachers need to prepare curriculum content with chatbots. It examines the fundamental and cognitive skills individuals need to interpret content generated by chatbots and explores the difference between self-assessment and evaluator-based assessment. Fifty-eight third-year students, pre-service teachers, in the Elementary education program attempted to write a lesson plan using ChatGPT and completed a questionnaire to assess the skills required. Their communication with the chatbot as well as their prepared lesson plans were reviewed by an evaluator who rated the skills of the participating pre-service teachers. Results indicate that preservice teachers tend to overestimate their skills required to interpret chatbot-generated content compared to the evaluator's ratings. Such discrepancies could lead to inaccurate or incomplete assessments of their skills, which could hinder their potential for growth and development. [For the full proceedings, see ED629086.] (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; Web site: https://www.scientiasocialis.lt/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01