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. Cás-Staidéar 36: Aird ar éagsúlacht ó intleacht shaorga General information Reference/Source: Domínguez-González, M. de los Á., Hervás-Gómez, C., Díaz-Noguera, 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. Lessons learned - Emphasis on AI prompts: The study highlights the importance of well-designed AI prompts for inclusive learning. Teachers-in-training demonstrated the ability to craft prompts that stimulate higher-order thinking skills (apply, analyse, create) which aligns with effective AI tool usage. - Areas for development in prompt design: While a focus on application and creation is promising, the study suggests the need to strengthen prompts that target the 'understand', 'analyse', and 'evaluate' levels of Bloom's Taxonomy. This would help preservice teachers maximise AI tools to foster deeper understanding and critical thinking. Implications for practice Implications for AI integration in teacher training: The results offer insights into how pre-service teachers conceptualise using AI in the classroom. Teacher training programs could leverage these findings to emphasise the following: 1) Designing AI prompts that span the full range of Bloom's Taxonomy for multifaceted learning experiences; 2) Teaching students to critically analyse AI output, focusing on 'understanding', 'analysing, and 'evaluating' the information provided by AI tools
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