This study explores the integration of Artificial Intelligence (AI) in teacher education and the ... more This study explores the integration of Artificial Intelligence (AI) in teacher education and the challenges educators face in gaining agency and understanding of AI implementation. Focusing on the concept of discursive closure, it investigates how educators envision the future of AI in education (AIed) and the implications of dominant discourses in their perceptions about the future, but also about its integration today. The study reveals educators' perceptions and the limitations of current narratives about AIed. It uncovers deterministic, trajectoristic, and simplistic binary views that tend to overshadow educators' roles and diminish their sense of agency in classrooms today. Additionally, through a speculative exercise employing a generative AI tool, the study showcases how educators interpret and make sense of these dominant discourses while envisioning educational futures, thereby exposing the normative assumptions ingrained in AIed today. The study emphasizes the need for educators' critical engagement with AI technologies to envision alternative discourses and shape more democratic educational futures for themselves and their communities.
Transferring Language Learning and Teaching From Face-to-Face to Online Settings
The purpose of the present study is to investigate what kind of practices teachers implement to o... more The purpose of the present study is to investigate what kind of practices teachers implement to offer interaction opportunities in online education in terms of learner-learner interaction, learner-instructor interaction, and learner-content interaction. The study has been carried out with 55 English teachers who have had online lessons during the COVID-19 pandemic, which has caused the closure of schools at every level until an unknown time. To collect data, a survey was implemented to English teachers who are teaching at K-8 levels and the results of the survey are analyzed quantitatively. The study has found that learner-learner interaction strategies are less implemented by the teachers in comparison to learner-content and learner-instructor interaction practices. Creating a positive learning environment is a building block for teachers to motivate learners in an online classroom setting.
This study explores the integration of Artificial Intelligence (AI) in teacher education and the ... more This study explores the integration of Artificial Intelligence (AI) in teacher education and the challenges educators face in gaining agency and understanding of AI implementation. Focusing on the concept of discursive closure, it investigates how educators envision the future of AI in education (AIed) and the implications of dominant discourses in their perceptions about the future, but also about its integration today. The study reveals educators' perceptions and the limitations of current narratives about AIed. It uncovers deterministic, trajectoristic, and simplistic binary views that tend to overshadow educators' roles and diminish their sense of agency in classrooms today. Additionally, through a speculative exercise employing a generative AI tool, the study showcases how educators interpret and make sense of these dominant discourses while envisioning educational futures, thereby exposing the normative assumptions ingrained in AIed today. The study emphasizes the need for educators' critical engagement with AI technologies to envision alternative discourses and shape more democratic educational futures for themselves and their communities.
Transferring Language Learning and Teaching From Face-to-Face to Online Settings
The purpose of the present study is to investigate what kind of practices teachers implement to o... more The purpose of the present study is to investigate what kind of practices teachers implement to offer interaction opportunities in online education in terms of learner-learner interaction, learner-instructor interaction, and learner-content interaction. The study has been carried out with 55 English teachers who have had online lessons during the COVID-19 pandemic, which has caused the closure of schools at every level until an unknown time. To collect data, a survey was implemented to English teachers who are teaching at K-8 levels and the results of the survey are analyzed quantitatively. The study has found that learner-learner interaction strategies are less implemented by the teachers in comparison to learner-content and learner-instructor interaction practices. Creating a positive learning environment is a building block for teachers to motivate learners in an online classroom setting.
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Papers by Melis Dilek