Qualitative Assignment

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Liberty University *

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Health Science

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Dec 6, 2023

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Qualitative Assignment 1 Article Review: Qualitative Assignment Artificial Intelligence in Education and Schools School of Education, Liberty University Author Note I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Courtney Smith. Email: crsmith51@liberty.edu

Qualitative Assignment 2 SUMMARY The purpose of the study: The purpose of this phenomenological study is to explore the potential scenarios and implications of Artificial Intelligence (AI) in education, specifically focusing on the perspectives of participants from various sectors. The researchers aim to understand how AI might impact the roles of teachers, school management, and educational leaders. The study employs qualitative research methods to delve into the opinions of participants, encompassing individuals from the fields of law, business, education, and engineering. Through this investigation, the study seeks to uncover the diverse perceptions and expectations regarding the integration of AI in education and its potential implications for the future of schools (Gocen & Aydemir, 2020). A description of the participants/sample The study involved purposefully sampling 19 participants, categorizing them into researchers (5 individuals), legal experts (5 individuals), and technical AI experts (4 individuals) to explore diverse perspectives on artificial intelligence in education. Participants were selected for their specialized expertise, contributing insights from educational sciences, legal, and technical domains. The deliberate selection aimed at a comprehensive understanding of AI implications in education, ensuring participant confidentiality through assigned tag names such as Ahmet, Ayşe, and others. The research design/data analysis (narrative, grounded theory, case study, phenomenology, ethnography, etc.) The study incorporates basic interpretative studies through the qualitative analysis of participants' opinions on artificial intelligence in education. The semi-structured interviews and

Qualitative Assignment 3 content analysis allow for the interpretation of participants' perceptions, attitudes, and understanding of AI in education (Gocen & Aydemir, 2020). The interpretative focus emerges as researchers delve into the nuanced responses and seek to understand the meaning and implications attributed by participants to the use of artificial intelligence in educational contexts. The method of data collection (questionnaire, document analysis, observation, open-ended or structured interview, etc.) This study utilized a mixed-methods approach, employing semi-structured interviews that began with online questionnaires. The questions, crafted in collaboration with educational experts, probed participants' views on AI in education. Following online responses, face-to-face interviews provided further insights. Data analysis followed a content analysis method, progressing from codes to themes, aiming to explore participants' perspectives on AI in education within their existing experiences. The research design integrates qualitative methods, emphasizing content analysis and semi-structured interviews. The results The study, utilizing semi-structured interviews, revealed four main themes regarding artificial intelligence (AI) in education. Participants foresaw AI applications ranging from personalized learning to simulation programs. Concerns included mechanization, reduced teacher roles, and ethical issues. However, participants also acknowledged AI's potential for efficient data analysis and informed decision-making. Overall, there was a generally positive outlook on AI's impact on education, emphasizing opportunities for students while recognizing associated challenges and the need for proactive measures. Analysis Opportunities for further research not already stated in the article

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Qualitative Assignment 4 Opportunities for further research include assessing the practical impact of AI tools in education, exploring teacher-student dynamics in AI-integrated classrooms, and investigating long-term effects on student outcomes. Research could also delve into the development and implementation of guidelines for responsible AI use in education, addressing ethical considerations and biases. Longitudinal studies tracking evolving attitudes of educators and students as AI integration progresses would offer valuable insights. Threats to validity or rival hypotheses not already discussed Potential threats to validity in this study include researcher bias, as the researchers' perspectives and preconceptions may have influenced data interpretation. The possibility of unintentional bias in selecting participants, framing questions, or analyzing responses could impact the study's objectivity. To mitigate this, researchers should maintain reflexivity, document their potential biases, and use rigorous methods such as peer review or external audits. Transparency in reporting the research process and decisions made during data analysis is crucial to address and minimize any undocumented bias. Other original insights or criticism The study offers unique insights into participants' varied perspectives on the potential benefits, drawbacks, and ethical considerations of integrating AI in education. It captures diverse viewpoints from different professional backgrounds, providing a comprehensive understanding of AI's role in shaping the future of education. However, the study does not extensively delve into the specific experiences of teachers, potentially

Qualitative Assignment 5 limiting insights into their concerns and expectations regarding AI in the classroom. Furthermore, a more in-depth exploration of the broader cultural and contextual factors influencing these perspectives could enhance the study. Implications of the findings The findings highlight the potential advantages and drawbacks of integrating AI into education, emphasizing benefits such as personalized learning tools and efficient content delivery. However, concerns about job displacement for teachers, ethical issues, and the necessity for comprehensive legal frameworks are identified as challenges. The study emphasizes the need for collaborative efforts among policymakers, educators, and stakeholders to ensure responsible and effective implementation of AI in educational settings.

Qualitative Assignment 6 Reference: Gocen,A. & Aydemir,F.(2020).Artificial Intelligence in Education and Schools. Research on Education and Media ,12(1) 13-21. https://doi.org/10.2478/rem-2020-0003

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