Abstract
Generative Artificial Intelligence (GAI) has pushed teacher education programs to detour and find new understandings of teaching and learning practices. One specific area that has demanded a substantial shift is research. Without a doubt, strategies to develop research knowledge of pre-service teachers requires a pedagogical turn. However, this shift does not come easy. One of the biggest challenges to develop AI literacy in teacher education is individuals´ lack of background in science, mathematics, or AI engineering (Sperling et al., 2024). While high levels of AI literacy are still in construction, a focus on ethical and critical practices has brought the attention of academia (Borenstein et al., 2021) so that a moral and adaptable way of thinking and acting is adopted. To this effect, a focus on explicit integration of GAI that integrates reflection on how to address ethical concerns and critical thinking into research practices might help programs and students to openly navigate its use. In this workshop presentation, we share different ideas that might help teacher education programs incorporate GAI specific tools in research activities. These tools include activities at different stages in the research process including identifying the topic, collecting and analyzing data, and reporting findings. Also, we will share a reflective model we designed to open ethical conversations about the use of GAI with students. Following this, participants will have the opportunity to share their insights and ideas about opportunities and challenges of the application of the activities proposed.
Presenters
Lena Barrantes ElizondoProfessor, Foreign Languages, Universidad Nacional, Sede Regional Brunca, San José, Costa Rica Dana Paola Quesada Agüero
Student, English as a Foreign Language, Universidad Nacional, San José, Costa Rica
Details
Presentation Type
Theme
KEYWORDS
Research Activities, Generative Artificial Intelligence Tools, Teacher Education, Ethical Use
