SINIF İÇİNDE ÜRETİCİ YAPAY ZEKÂ KULLANIMI: İLKOKUL ÖĞRETMENLERİNİN PERSPEKTİFİNDEN BİR DEĞERLENDİRME

Abstract

The purpose of the research is to reveal how primary school teachers perceive generative artificial intelligence technologies in the classroom environment, their experiences with these technologies, the difficulties they encounter, and the student effects they observe in the light of qualitative data. While educational environments are undergoing transformation with digitalization today, the integration of generative artificial intelligence tools into teaching processes is increasingly gaining importance. Teacher-based data on how technology is used at the classroom level, especially at the primary school level, is limited. The research was conducted with nine classroom teachers working in different schools in Selçuklu district of Konya province in the 2024–2025 academic year, and the data were collected through a semi-structured interview form. According to the findings, most of the teachers are interested in generative artificial intelligence, but they do not yet have enough experience in classroom applications. While positive effects such as ease of use, increased attention in students and individualized learning stand out, risks such as preparation, lack of critical thinking and inadequacy of guidance have also been highlighted. As a result of the research, it has been determined that teachers have a positive but cautious attitude towards generative artificial intelligence. In this direction, it is recommended that practical in-service trainings for teachers be expanded, ethical usage principles be determined and sample material support in the classroom be increased. The study is a guide for educational policies for the effective use of generative artificial intelligence in the pedagogical framework.