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ERIC Number: EJ1457770
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1175-9232
EISSN: N/A
What Are New Zealand Primary Teachers' Beliefs and Understandings of Using ChatGPT to Support Their Own Practice?
Simon Ashby
Kairaranga, v25 n1 p22-36 2024
The purpose of this study is to understand the current situation where practising New Zealand primary educators have utilised ChatGPT. More explicitly, the research considered how educators perceived the beneficial affordances and used them to support their classroom practice. Concurrently, negative implications of use are noted and an attempt to draw out their impact is also considered. A survey with open and closed questions was created and shared online for New Zealand Primary teachers. Sixty-one teachers responded to the survey. The data were analysed using both qualitative and quantitative methods using a mixed-methods approach. The findings from the study suggest ChatGPT has been beneficial to teachers and has also improved their teaching. It also showed teachers were actively taking measures to mitigate potential harm through their own use. Recommendations are made to support educators going forward.
Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.kairaranga.ac.nz/index.php/k/issue/view/35
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A