Maoinithe ag an Aontas Eorpach. Mar sin féin is tuairimí agus tuairimí an údair amháin nó na n-údar amháin iad na tuairimí agus na tuairimí a nochtar agus ní gá go léiríonn siad tuairimí an Aontais Eorpaigh nó na Gníomhaireachta Eorpaí Feidhmiúcháin Oideachais agus Cultúir (EACEA). Ní fhéadfar an tAontas Eorpach ná EACEA a chur i gcuntas astu. Uimhir an tionscadail: 2023-1-NL01-KA220-HED-000155675. Benefits for Teachers: - The LIS augments teacher support: The system's data-driven insights enhance teachers' ability to identify struggling students early on. This allows for more proactive and focused interventions to keep students on track. Implications for practice N/A Cás-Staidéar 35: Aird ar éagsúlacht ó hintleachta saorga. General information Reference/Source: Domínguez-González, M. de los Á., Hervás-Gómez, C., DíazNoguera, M. D., & Reina-Parrado, M. (2023). Attention to diversity from artificial intelligence. The European Educational Researcher, 6(3), 101–115. https://doi.org/10.31757/euer.633 Institution: University of Seville, Spain (public institution) Course/subject: Information and Communication Technology applied to Education, within the Degree in Primary Education Aim: - To explore how teachers in training design prompts (i.e., questions or instructions used with AI) that align with Bloom's Taxonomy and address the needs of students with Special Educational Needs (SEN). - Analyse teachers-in-training's understanding and application of Bloom's Taxonomy and their ability to create effective AI prompts for inclusive learning. Target group: Pre-service teachers enrolled in an undergraduate education course. Description of case Overview: - Students were asked to write an AI prompt focusing on students with SEN before and after receiving AI training sessions. - Prompts were classified according to Bloom's Taxonomy levels (remember, understand, apply, analyse, evaluate, create). - Researchers analysed the distribution of prompts across different taxonomy levels, as well as patterns and trends.
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