Date of Graduation

Fall 2024

Degree

Master of Science in Education in Educational Technology

Department

School of Special Education, Leadership & Professional Studies

Committee Chair

Ching-Wen Chang

Abstract

This thesis examined the correlation between K-12 teachers' artificial intelligence (AI) literacy and their integration of AI tools and resources into their teaching practices. The research question asked, “What is the impact of K-12 teachers’ AI literacy on the integration of AI tools and resources into their teaching practices?” i.e., whether teachers with higher levels of AI knowledge and skills are more likely to incorporate AI-powered tools in their teaching methods. The study hypothesizes that educators who are more proficient in implementing AI will be more likely to adopt AI-driven resources in their teaching practices. The study uses a correlational research design, collecting data from K-12 teachers in Turkey through a survey. The Pearson r Correlation Coefficient was used to measure the strength and direction of a linear relationship between the two variables. The research should have significant implications for educational technology, aiming to bridge the gap between AI applications and their effective use in K-12 classrooms. By identifying the connection between AI literacy and its application in education, this study hopes to inform policy decisions, instructional design, curricula, and professional development programs that cater to the needs of K-12 educators.

Keywords

artificial intelligence, AI literacy, AI tools, AI integration, AI in K-12 education, Artificial Intelligence in Education (AIED)

Subject Categories

Educational Technology

Copyright

© Sedide Gulsah Pekcan

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Open Access

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