Abstract
The project focuses on the use of AI tools to promote writing competence among student teachers in primary education and the Bachelor of Elementary Education. In a two-semester writing workshop, 15 students are taught how to use AI tools for their academic work. At the beginning and end of the workshop, they complete a self-assessment online questionnaire regarding their writing skills and document their experiences in an online diary. Additionally, interviews are conducted at three points in time to assess the potential and limitations of AI tools in the (academic) writing process. The first interviews show that most participants had little knowledge and experience of using AI tools, apart from occasional use of ChatGPT, and varying attitudes towards the writing process. Interim results from February 2024 demonstrate the potential of generative AI tools for academic success but also highlight the need for support in building AI literacy. Engaging with generative AI takes time, and not all students are willing to invest the effort required for high-quality results. Halfway through the writing workshop, there is a sense of disillusionment and disappointment among the students. The emergence of generative AI tools opens up the possibility of compensating inequalities in writing skills, but as results show students need guidance and support to effectively use these tools for academic success.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
AI-Literacy, Qualitative Research, Academic Writing, Generative AI, Pre-Service Teacher Training
