This study focusses on artificial intelligence (AI) in education, AIEd, and on how AI language models, such as ChatGPT, impact teachers' ability to develop the pupils' skills and knowledge, specifically at an upper secondary school. Three language teachers at a Swedish upper secondary school have been interviewed with the purpose of unveil new insights within the purpose of this piece of research which is to contribute with an understanding of how to develop pupils' skills and knowledge through successfully integrating artificial intelligence in education (AIEd) in an upper secondary school. After defining the problem analysis and discussion for this thesis my conclusion is that there are several recent studies performed for K-12 schools but not conducted enough research for specifically upper secondary schools in relation to AI, since the introduction of ChatGPT and other large language models (LLMs). Therefore, the ambition with this thesis is to shrink the knowledge-gap in answering the research question and fullfilling the purpose of this thesis. The analysis in this thesis is a semantic thematic analysis and to facilitate reading the empirics and analysis parts every theme is included in the empirics so the connection to that latter analysis is displayed in the empirics and in this way constitutes a bridging between the empirics to the latter analysis. I hope you find the study worthwhile reading and if you are a teacher, it will bring some support in the choices you are facing in the era of LLMs in an upper secondary school.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-128448 |
| Date | January 2023 |
| Creators | Manfjärd, Morgan |
| Publisher | Linnéuniversitetet, Institutionen för management (MAN) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0022 seconds