A Qualitative Focus on School Leaders' Perceptions of Roles, Responsibilities, and Expectations in Enhancing Equitable Access to Educational Technology In the Era of Gen-AI

Ali Duran; Uğur Ferhat Ermiş

Makale detayları

A Qualitative Focus on School Leaders' Perceptions of Roles, Responsibilities, and Expectations in Enhancing Equitable Access to Educational Technology In the Era of Gen-AI

Yazarlar:

Ali Duran | Uğur Ferhat Ermiş

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.10 Issue 1, pp.208-227

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001314875

pISSN:

2149-0767

Anahtar kelimeler:

Özet:

 The purpose of this study is to provide a phenomenological perspective on school leaders perceptions of their roles, responsibilities and expectations in increasing equal access to educational technology in the Age of Artificial Intelligence. This research was conducted through in-depth interviews with a phenomenological approach. The participants consisted of school leaders school principals n  24 and vice principals n  18 working at various educational levels. The qualitative data obtained were analysed by content analysis. Following the data collection process, themes were formed with main words or sentences as a result of descriptive processes. The data obtained through interviews were analysed in a three-stage process of sorting, coding and categorisation. According to the findings, school leaders perceive the responsibility of integrating productive AI technologies into their schools as strengthening the technological infrastructure and supporting RD studies to ensure equal opportunities in education. In providing equal access to Productive AI educational technologies, the leaders stated that especially economic and socio-economic conditions should be improved and the importance of the correct and efficient use of these technologies. Recommendations for future research are presented.

 The purpose of this study is to provide a phenomenological perspective on school leaders perceptions of their roles, responsibilities and expectations in increasing equal access to educational technology in the Age of Artificial Intelligence. This research was conducted through in-depth interviews with a phenomenological approach. The participants consisted of school leaders school principals n  24 and vice principals n  18 working at various educational levels. The qualitative data obtained were analysed by content analysis. Following the data collection process, themes were formed with main words or sentences as a result of descriptive processes. The data obtained through interviews were analysed in a three-stage process of sorting, coding and categorisation. According to the findings, school leaders perceive the responsibility of integrating productive AI technologies into their schools as strengthening the technological infrastructure and supporting RD studies to ensure equal opportunities in education. In providing equal access to Productive AI educational technologies, the leaders stated that especially economic and socio-economic conditions should be improved and the importance of the correct and efficient use of these technologies. Recommendations for future research are presented.

 The purpose of this study is to provide a phenomenological perspective on school leaders perceptions of their roles, responsibilities and expectations in increasing equal access to educational technology in the Age of Artificial Intelligence. This research was conducted through in-depth interviews with a phenomenological approach. The participants consisted of school leaders school principals n  24 and vice principals n  18 working at various educational levels. The qualitative data obtained were analysed by content analysis. Following the data collection process, themes were formed with main words or sentences as a result of descriptive processes. The data obtained through interviews were analysed in a three-stage process of sorting, coding and categorisation. According to the findings, school leaders perceive the responsibility of integrating productive AI technologies into their schools as strengthening the technological infrastructure and supporting RD studies to ensure equal opportunities in education. In providing equal access to Productive AI educational technologies, the leaders stated that especially economic and socio-economic conditions should be improved and the importance of the correct and efficient use of these technologies. Recommendations for future research are presented.

 The purpose of this study is to provide a phenomenological perspective on school leaders perceptions of their roles, responsibilities and expectations in increasing equal access to educational technology in the Age of Artificial Intelligence. This research was conducted through in-depth interviews with a phenomenological approach. The participants consisted of school leaders school principals n  24 and vice principals n  18 working at various educational levels. The qualitative data obtained were analysed by content analysis. Following the data collection process, themes were formed with main words or sentences as a result of descriptive processes. The data obtained through interviews were analysed in a three-stage process of sorting, coding and categorisation. According to the findings, school leaders perceive the responsibility of integrating productive AI technologies into their schools as strengthening the technological infrastructure and supporting RD studies to ensure equal opportunities in education. In providing equal access to Productive AI educational technologies, the leaders stated that especially economic and socio-economic conditions should be improved and the importance of the correct and efficient use of these technologies. Recommendations for future research are presented.

Makale detayları

A Qualitative Focus on School Leaders' Perceptions of Roles, Responsibilities, and Expectations in Enhancing Equitable Access to Educational Technology In the Era of Gen-AI

Yazarlar:

Ali Duran | Uğur Ferhat Ermiş

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.10 Issue 1, pp.208-227

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001314875

pISSN:

2149-0767

Generative AI

equitable access to educational technology

school leadership

social justice

ChatGPTGenerative AI

equitable access to educational technology

school leadership

social justice

ChatGPT

Sayı

Makale detayları

Yazarlar: Ali Duran | Uğur Ferhat Ermiş

Yayıncı: Kirsehir Ahi Evran University

Ana Başlıklar: Eğitim Sosyolojisi

Dergi: Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.10 Issue 1, pp.208-227

Belge Tipi: Makale

Yayın Tarihi: 3/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001314875

pISSN: 2149-0767

Sayı

Yazarlar:

Ali Duran | Uğur Ferhat Ermiş

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Eğitim Sosyolojisi

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.10 Issue 1, pp.208-227

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001314875

pISSN:

2149-0767