Twentieth International Conference on Technology, Knowledge, and Society

Abstract

Artificial intelligence (AI) shows its pedagogic usefulness in the educational context. For example, it is capable of: 1) providing information to students (Smith et al., 2023), 2) supporting self-directed learning (Smith et al., 2023), 3) explaining complex material (Meniado, 2023), 4) and providing personalized responses to students’ questions (Montenegro-Rueda et al., 2023). Based on that, this design-based research examines the effectiveness of various AI-supported technology-enhanced learning activities in a professional development course (PDC) for enhancing students’ learning experiences. The researcher uses Laurillard’s (2002) conversational framework for conducting the PDC by implementing its four phases: 1) teacher communication cycle, 2) teacher practice cycle, 3) teacher modeling cycle, 4) peer practice cycle, and 4) peer modeling cycle. The results contribute to the body of literature on the effectiveness of AI in the field of education, as well as its effectiveness when implemented using the conversational framework.