TY - GEN
T1 - Integrating Generative Artificial Intelligence Tools to Develop Digital Competences in Secondary Schools
AU - Levy-Nadav, Liron
AU - Shamir-Inbal, Tamar
AU - Blau, Ina
N1 - Publisher Copyright: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
PY - 2024
Y1 - 2024
N2 - Artificial intelligence (AI) technologies can promote significant changes in various areas of society, and in particular, in the field of education. The purpose of this study is to examine the digital competences students need to develop in order to use generative artificial intelligence (GenAI) tools for learning purposes. We conducted 34 semi-structured interviews with 17 secondary school teachers in an interval of half a year, and triangulated these self-report data with an analysis of actual learning activities. During the interviews, the participants reported the digital competences their students develop using GenAI tools, and the skills they should practice. The digital competences were analyzed based on the Digital Competence Framework for Citizens 2.2 (DigComp 2.2) [8] that includes five main areas: Information and data literacy; Communication and collaboration; Digital content creation; Safety; and Problem solving. Despite DigComp 2.2's comprehensiveness, its pre-GenAI era foundation necessitates updates to fully address competences needed for GenAI use. The study findings indicate that the utilization of GenAI tools requires proficiency in all DigComp 2.2 domains. Importantly, employing GenAI tools calls for the expansion regarding the ability to analyze the pros and cons of AI tools, and the user's ability to choose GenAI tools that are appropriate for a given task. The findings suggest refining the framework's explanation regarding prompt-writing skills and adding the skill of managing ongoing dialogue with GenAI tools. Expanding the DigComp 2.2 framework would offer a better reflection on the current integration of GenAI tools in education.
AB - Artificial intelligence (AI) technologies can promote significant changes in various areas of society, and in particular, in the field of education. The purpose of this study is to examine the digital competences students need to develop in order to use generative artificial intelligence (GenAI) tools for learning purposes. We conducted 34 semi-structured interviews with 17 secondary school teachers in an interval of half a year, and triangulated these self-report data with an analysis of actual learning activities. During the interviews, the participants reported the digital competences their students develop using GenAI tools, and the skills they should practice. The digital competences were analyzed based on the Digital Competence Framework for Citizens 2.2 (DigComp 2.2) [8] that includes five main areas: Information and data literacy; Communication and collaboration; Digital content creation; Safety; and Problem solving. Despite DigComp 2.2's comprehensiveness, its pre-GenAI era foundation necessitates updates to fully address competences needed for GenAI use. The study findings indicate that the utilization of GenAI tools requires proficiency in all DigComp 2.2 domains. Importantly, employing GenAI tools calls for the expansion regarding the ability to analyze the pros and cons of AI tools, and the user's ability to choose GenAI tools that are appropriate for a given task. The findings suggest refining the framework's explanation regarding prompt-writing skills and adding the skill of managing ongoing dialogue with GenAI tools. Expanding the DigComp 2.2 framework would offer a better reflection on the current integration of GenAI tools in education.
KW - Digital Competence Framework for Citizens - DigComp 2.2
KW - Generative artificial intelligence - GenAI
KW - Secondary schools
KW - Students
KW - Teachers
UR - http://www.scopus.com/inward/record.url?scp=85205325771&partnerID=8YFLogxK
U2 - https://doi.org/10.1007/978-3-031-72312-4_14
DO - https://doi.org/10.1007/978-3-031-72312-4_14
M3 - منشور من مؤتمر
SN - 9783031723117
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 113
EP - 118
BT - Technology Enhanced Learning for Inclusive and Equitable Quality Education - 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Proceedings
A2 - Ferreira Mello, Rafael
A2 - Rummel, Nikol
A2 - Jivet, Ioana
A2 - Pishtari, Gerti
A2 - Ruipérez Valiente, José A.
PB - Springer Science and Business Media Deutschland GmbH
T2 - 19th European Conference on Technology Enhanced Learning, EC-TEL 2024
Y2 - 16 September 2024 through 20 September 2024
ER -