AI i framtidens skola : En kvalitativ studie av lärarstudenters kunskaper, erfarenheter och attityder till AI i skola och undervisning

Sammanfattning

Artificial intelligence (AI) has in short time developed rapidly and is now widely available to the public. The development of AI and AI tools have affected the school and teaching and changed its conditions. The purpose of this study was to discover student teachers’ knowledge, experience and attitude towards AI and their thoughts about using AI in their future teaching profession and subject teaching. Furthermore the purpose of this study was to develop a deeper understanding for what kind of support teachers might need in relation to AI. The research questions was about explore student teachers knowledge, experiences and attitudes towards AI, what opportunities and challenges AI they perceive with AI and what kind of support they believe they have needed and will need in order to develop their competence. Six student teachers was interviewed in this study about their experiences and thoughts regarding AI based on the study’s purpose and research questions through semi structured interviews. The result from the interviews was coded in a qualitative content analysis and resulted in six different main categories. The findings showed that the student teachers believed they had a solid basic understanding about AI and experience in using AI in their own academic work, as well as during school-based practicum (VFU) and temporary work. All student teachers stated that they intend to use AI in their future teaching although their attitudes towards AI were not entirely positive. The student teachers highlighted several opportunities with AI, particularly its ability to provide students with specific answers related to content and tasks. The main challenges was the risk of AI being used as a shortcut and not be used in the “right” way. Several student teachers suggested what type of support that can be needed in teacher education as well as in a future workplaces. The result was analyzed using sociocultural theory and a model for categorization of teachers attitudes towards AI.