Ladies and gentlemen, distinguished guests and esteemed colleagues, I encourage us in the Estrellado College to explore the role of technology in education, specifically in the context of AI and the revolutionary technology known as ChatGPT. ChatGPT, according to OpenAI, is an advanced artificial intelligence technique that generates natural language responses to prompts or inputs, enabling human-like conversations. Since its public release in 2022, ChatGPT has experienced rapid growth and widespread adoption. However, its role in education remains a topic of contention.
In today’s dynamic and interconnected world, the use of technology in education has never been more critical. ChatGPT, as a part of educational technology, has the potential to transform high school education. It can act as a virtual tutor or mentor, providing real-time assistance, customized exercises, and learning materials based on the learner’s strengths, weaknesses, and interests. It also serves as a catalyst for the effective integration of AI in the classroom, leading to positive student outcomes.
Implementing educational technology like ChatGPT requires careful attention to the micro-level elements that shape its implementation, particularly from the perspective of teachers and students within specific educational contexts. Existing micro-level frameworks of educational technology offer theoretical lenses to investigate various aspects, including teacher knowledge and integration practices, technology acceptance and adoption, and online collaborative learning. However, as education 4.0 emerges, new theories may be formed, especially with the pervasive use of ChatGPT in education.
To investigate the educational applications of ChatGPT, this study utilizes grounded theory as a research design. Grounded theory emphasizes the role of the researcher’s subjectivity and acknowledges that knowledge is socially constructed. The study examines the timeliness and relevance of utilizing grounded theory in the context of educational technology, specifically ChatGPT. The data for this study were collected through semi-structured interviews with high school teachers, allowing for a flexible exploration of the research topic. The interviews were recorded and transcribed for accurate analysis.
The proposed framework of this study focuses on the micro-level examination of ChatGPT in education. It delves into specific themes, including pedagogical support, professional development, and ethical considerations. Pedagogical support refers to the virtual tutor or mentor role of ChatGPT, providing real-time assistance and customized learning materials. Professional development focuses on equipping high school teachers with the knowledge and skills necessary to effectively utilize AI-powered tools. Ethical considerations encompass aspects such as data privacy, transparency, accountability, equity, and access in education.
In conclusion, ChatGPT has the potential to assist in generating instructional content, providing additional resources, and suggesting alternative approaches in education. It can enhance the overall learning experience and foster increased student involvement. However, transparency and accountability are crucial ethical dimensions to consider when using ChatGPT. Constant scholarly dialogue is necessary to ensure its responsible and effective use in education. By leveraging AI, we can reshape students’ approaches to learning and enrich the field of education. Thank you for your attention.
