Generative AI has democratizing the Education field by generating novel learning material from the existing text, audio, or images. It refers to the technology which can be utilized to develop new content in form of unique audio, code, images, text, simulations, and videos. Keeping in mind the importance of Generative AI, the present study is aimed at achieving two main objectives i.e. to investigate the effect of Generative AI on techno-pedagogical skills and to find out the effect of Generative AI on happiness of prospective teachers. A case study also has been conducted to find out the role of Generative AI in teaching-learning process. Single group design with pre-test and posttest is applied for experiment on prospective teachers. Mixed method with qualitative and quantitative method is also followed to study the effect of using Generative AI tools in teaching. The sample of study consists of 30 prospective teachers who have been doing their teaching practice in online mode with the help of Generative AI. The prospective teachers have been selected through purposive sampling and prospective teachers are selected through simple random sampling technique. Self Constructed scale for techno-pedagogical skills and Happiness scale (2017) by R.L. Bhardwaj and P.R. Das. have been applied on the sample to collect the data. After analyzing the data, positive effect of using Generative AI based applications on techno-pedagogical skills and happiness is revealed among Prospective teachers. This study proves that the integration of Generative AI tools is helpful in providing the happiness and techno-pedagogical skills of prospective teachers, so it will give insight to teacher educators and policy makers to provide such opportunities to the prospective teachers which will result in shaping them to adjust in future era of Proceedings
Rapid technological developments have been introduced since 20th century. These developments have changed living and working styles in every sphere of life. Artificial Intelligence is one of them which help to solve major challenges of any work within very less time. AI has revolutionized every field like medical, research, agriculture, business, and teaching-learning process. In this perspective, Generative AI is one of the types of AI and an extraordinarily effective technology. It is a form of digital technology that can generate innovative and realistic visual, textual, and animated content quickly. By learning patterns from the given data, generative AI creates innovative and inimitable outputs. It describes algorithms (such as Chat GPT) that can be applied to develop new and updated content, including audio, code, images, text, simulations, and videos. Lim, W.M. (2023) defined Generative AI as a technology that (i) leverages deep learning models to (ii) generate human-like content (e.g., images, words) in response to (iii) complex and varied prompts (e.g., languages, instructions, questions). _________________________
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Applications of Generative AI have ensured less workload for teachers and more academic success for students by providing updated content, automated evaluation system, more interactive and personalized teaching and many more. In this perspective, UNESCO’s mandate asks for a human-centred approach to Artificial Intelligence which aims to address existing inequalities regarding access of information, research, and cultural diversity and ensure that AI is not widening the technological divide within and between countries. It is suggested that “AI for all” must be promised so that everyone can be benefited for innovation and knowledge.
The ways of educating children are changing day by day and advanced technology is playing a significant role in it. Generative AI has created virtual instructors to help students anytime, anywhere and at their own pace. This is very helpful for those students who are facing different problems in learning. Generative AI is a modern technology which can create new and unique content by using machine learning algorithms.Generative AI provides highly realistic, simple as well as complex content with lots of creativity.It can contribute for skill development among learners and address teacher-related challenges also. The students, who have not the facility of traditional classroom education, can take advantage of it.It could also be used to provide adaptive learning experiences which would be adjusted in real time according to the needs and abilities of students. It can be easily done by using generative AI applications to analyze students' learning patterns and their preferences and then adapting the learning material and teaching methods accordingly. Therefore, Generative AI could contribute effectively in teaching-learning process. Main contributions of Generative AI in Education Sector are as follows:
Real-time feedback,
Assessments, identification of areas where students need additional support
Engaging and Interactive learning
activities to understand complex concepts
Question Generation on students' current
level of understanding and
achievement Personalized study plans for students based on their performance & strengths/weakness es
Generative AI provides various opportunities to create different forms of learning content and mining the text systematically to learn in an effective way. Generative AI is resolving low quality related issues of content and providing automated systems of learning. There are following applications of Generative AI which are opening the doors for learning in better and interactive way: Table 1 Exhibiting Application of Generative AI for Learning S.No. General Applications Key Features 1 2 3 4 5 6
Visual Applications Audio Applications Text-based Applications Code-based Applications Education Applications Other Applications 1. 2. 3. 4. 5. 6. 1. 2. 3. 1. 2. 3. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. 1. 2.
However, extremely challenging tasks are done in singles of minutes with the help of Generative AI and its use in education is revolutionizing the ways of learning in a very simple and interesting manner. The figure 2 shows that how Generative AI contributes for teaching-learning process: •Content Generation •Personlization •Virtual Tutoring •Gamification •Curriculum Development
Applications •Innovation in Ideas •Interactive Teaching •Friendy Learning Environment •Accessibility for All •Increased Teaching and learning Efficiency
Outputs
Therefore, Generative AI could be very helpful for the call of “Education for All, Technology for All and AI for All”.
Techno-Pedagogical Skills
The ability to integrate technology for fulfilling pedagogical objectives and the use of technology in creative manner in classroom activities is referred to as "techno-pedagogy skills." It is a blended or hybrid teaching approach in which information and communication technology (ICT) or electronic resources are applied to the educational process. These abilities effectively direct the educational process. Digital teaching abilities are crucial for converting the traditional learning process in to enjoyable because they will fundamentally alter the teacher's interaction style. Digital pedagogy is helpful in the classroom, and situations like the pandemic have raised the value or necessity of these skills when real set up off line classes are replaced with virtual ones. If a teacher is knowledgeable about the subject, pedagogy, and technology, he/she can maximize the benefits of technology. Knowing about techno-pedagogy can help teachers to use technology and content effectively.
Due to the stress and attrition they experience daily, school teachers have become recognized as a group of professionals who are particularly vulnerable to a range of psychological, emotional, and physical issues (Borrelli et al., 2014; Benevene and Fiorilli, 2015). The more focus has been given on teacher’s health over the past century (Skaalvik and Skaalvik, 2011). Positive psychology's methodology has demonstrated that dispositional features affect how teachers, and more broadly, individuals, successfully manage the obstacles they must face in the job and survive with anxious events (Xanthopoulou et al., 2007; De Stasio et al., 2017). It is also true that one's own professional experiences and events can have a big impact on one's satisfaction at work. It is also true for prospective teachers because of the complex working of teachers. One of the contributing factors of good student’s performance is effectiveness of teacher and teacher would be effective only if she gets satisfaction in the activities to teaching learning.
The ability to feel like an individual and provide purpose to one's work may have an effect on one's degree of happiness. Interpersonal and intrapersonal communications are recommended by Ginting et al. (2021) as an element that contributed to the high level of satisfaction. These included a good life, independence, and possibilities for knowledge and value exchange. Furthermore, according to Arora (2020), elements affecting a lecturer's happiness include fringe perks, personal growth, job security, remuneration, and social activities. In conclusion, happiness can foster an environment that is conducive to teaching and learning for both students and teachers (Applasamy et al., 2014), which will improve performance for aspiring teachers as well.
A Case study of Generative AI based training of prospective teachers involved in online teaching in Dayalbagh Educational Institute, Agra, India
Dayalbagh Educational Institute is one of the leading institutes in contributing towards nation building by providing quality education with covering the Last, the Least, the Lowest and the Lost. The intensive Teacher Education Program is running with the courses Diploma in Elementary Education, Bachelor of Education, Master of Education and Ph.D. for preparing teachers at all levels. Faculty of Education, Dayalbagh Educational Institute got the status of School of Education(Under the PMMMNMTT Scheme, Government of India) in 2018. Under the School of Education, two centers have been started which are CAIE (Centre of Artificial Intelligence in Education) and CKART (Centre of Knowledge acquisition, Retention and Transformation). CAIE promote the use of Artificial Intelligence in Teaching – Learning process to make it more effective, interesting and efficient. It is also an integral component of teaching through online mode which is the unique feature of DEI’s Teacher Education Program. Four courses based on Artificial Intelligence have been introduced in four years Bachelor of Education Program.
A theory course “Fundamentals of Artificial Intelligence in Education” make the pupil teachers aware about the various areas of AI and its applications in education and the practical course “Applications of AI Tools in Education provide the opportunity to students to practice the AI tools in all aspects of teaching learning. This practical component prepares pupil teachers for facing the various challenges of teaching learning effectively in future life. As AI is the need of today’s scenario, it will be demanding in schools to get teachers who are aware about the applications of AI in Education. DEI has already taken initiative to provide theoretical as well as practical training to prospective teachers about the effective use of AI Tools in making the educational task easy. Many Generative AI tools have been introduced them through practical course which provided hands on experiences for meaningful learning. The major details of the tools are given below: Table 2 Exhibiting Generative AI Based Tools used in Dayalbagh Educational Institute
Generative AI Based
Applications
OZOBOT AI:R MATH OTTER.AI
Functions
Applicability Coding And Colour Recognition
Mobile App & Web based Image Processing And Text Recognition
Mobile App & Web based Text Analysis And Speech Authentication
Mobile App & Web based both COPYLEAKS AI GRADER
Text Analytics & Image Recognition SYNTHESIA AI
PREPAI WORD CLOUD
PYTORCH QUIGECKO COPYLEAKS
RUNWAY DOUBTNUT
QUILLBOT VOICE MAKER
QUILLIONZ MENTIMETER HYPERWRITE BRAINA CHAT
Text Analysis & AI Video Creator Quiz Generation Text Analysis Face Recognition, Language Processing Quiz Generation Tool By AI Text Analysis (Plagiarism Detector AI Tool) Text Analysis, Image Processing, Video Creator & Editor, Train Custom Models.
Text Analysis Text Analysis Text Analysis Text Analysis Text Analysis Text Analysis, Image Recognition
Mobile App & Web based CYBERLINK PHOTO DIRECTOR 365
Face And Image Recognition Speech Recognition
Mobile App & Web Based
After observing the teaching practice in online mode conducted in Dayalbagh Educational Institute, researchers have found that prospective teachers were curious to learn about Generative AI based tools, its functioning and uses in teaching. They applied Generative AI based applications for their teaching practice as an output it is revealed that lecture delivery, classroom interaction, assessment, immediate feedback, classroom environment and relation with students were positively changed. They were happy with the variety of learning material which they created by their own with the use of Generative AI based Applications.
Web based Web based Web based Web based Web based Web based Web based Web based Web based Web Based Web Based Web Based Mobile App Web Based
1. To examine the effect of Generative AI on Techno-Pedagogical skills of prospective teachers 2. To investigate the effect of Generative AI on Happiness of prospective teachers 1. There will be a positive effect of Generative AI on Techno-Pedagogical skills of prospective teachers 2. There will be a positive effect of Generative AI on Happiness of prospective teachers Data Collection before
Experiment
Pre-test Self-Constructed Scale for Techno-Pedagogical Skills Happiness Scale by R.L.
Bhardwaj and P.R. Das (2017)
Experiment Training of Generative AI tools in teaching
Data Collection after
Experiment
Posttest Self-Constructed Scale for Techno-Pedagogical Skills Happiness Scale by R.L.
Bhardwaj and P.R. Das (2017)
One group Pre test - Post test design has been used in the present study.
Mixed method of research has been used in the present study with qualitative and quantitative method.
This study has been conducted on prospective teachers who have been studying in Faculty of Education, Dayalbagh Educational Institute (Deemed to be University) Agra, Uttar Pradesh, India. The researchers have selected the Institute through purposive sampling technique. The sample of 30 prospective teachers (teaching in online mode) has been done by simple random sampling technique. These prospective teachers were doing Online Internship where they were using different Generative AI based Applications for teaching practice.
This study has three main variables Generative AI, Techno-pedagogical Skills and Happiness. The following tools were used to measure these variables:
Various Generative AI tools were incorporated in providing the practical training of teaching to prospective teachers.
Researchers have constructed a 5-point rating scale for Techno-Pedagogical Skills for teachers.
There were total 40 items under two dimensions i.e. technological skills (20 items) and
pedagogical skills (20 items). The rating scale consists of five alternatives i.e. Very Unfamilier
(
The Happiness of prospective teachers was measured by Happiness scale (2017) developed by R.L. Bhardwaj and P.R. Das.
Mean, standard deviation and t-test has been applied to analyze the data. The data has also been presented through graphical presentation.
Researchers have applied Mean, Standard Deviation and t-test to find out the effect of Generative AI on techno-pedagogical skills of prospective teachers which is shown in table 1.
Table 4 Effect of Generative AI on Techno-Pedagogical Skills of Prospective Teachers
The table 4 presents that the mean value for pre-test and post-test is calculated 132.76 and 165 respectively. The values of standard deviation for pre-test and post-test are obtained 26.64 and 12.07 respectively. After calculating the t-test, the value is found 4.93 which is significant at 0.01 level. It means that the alternative hypothesis that “There will be positive effect of Generative AI on Technopedagogical Skills of prospective teachers” is accepted and it can be said that Generative AI contributed positively to the techno-pedagogical skills of prospective teachers. It shows that after using the Generative AI Applications, prospective teachers has gained more techno-pedagogical skills. As a reason of it, it may be said that when prospective teacher were given the exposure of Generative AI for their teaching process, they used various Generative AI based applications and felt that these applications were creating interest among students as well as making their workload less and giving more feasibility. The generative AI based Applications were creating real view of objects and providing different forms of learning content with 3D effect. Therefore, prospective teachers liked to be skilled in techno-pedagogical perspective.
Objective 2: To investigate the effect of Generative AI on Happiness of prospective teachers.
Researchers have applied Mean, Standard Deviation and t-test to find out the effect of Generative AI on Happiness of prospective teachers which is shown in table 2.
Table 5 Effect of Generative AI on Happiness of Prospective Teachers
The table no. 5 reveals the effect of Generative AI on Happiness of prospective teachers. Before giving the exposure of Generative AI Applications, the mean and standard deviation is found 65.83 and 12.04 respectively. After providing the exposure of Generative AI based Applications, the value of mean and standard deviation is obtained 113.56 and 13.70 respectively. The t-value is 7.80, which is significant at 0.01 level of significance. It means that the alternative hypothesis that “There will be positive effect of Generative AI on Happiness of prospective teachers” is accepted and it can be said that Generative AI influences happiness of prospective teachers positively. The reason behind it may be that after using Generative AI based Applications in teaching, prospective teachers have created a unique form of content, interactive classroom environment and creative ideas of teaching in very less time. They find more natural and near to original forms of learning material which were found interesting. The work load of teachers was very less after using Generative AI based Applications and their more focus was on teaching. It makes them happy and stress free for their teaching.
Generative AI has made the education process advanced and easy to apply in classrooms as well as for distant learning. It is helping not only to the teachers but also to the students in many ways. Generative AI is contributing effectively by allowing teachers to create positive, engaged and interactive classroom environment for teaching and learning process which is fostering the academic progress of students. Generative AI is strengthening the teaching-learning process by providing various facilities i.e. Personalized learning, interactive learning activities like games and simulations, immediate feedback and continuous assessment of students based on their current level of understanding. By providing such opportunities, generative AI is helpful in improving techno-pedagogical skills and increasing happiness among teachers in their teaching. If the teachers will happily teach their students with proper technopedagogical skills, the achievement of students will increase definitely. However, it is today's demand to teach students with modern technology and understanding their learning needs, generative AI is helping in it continuously. [3] Bangun, Y.R., Pritasari, A., Widjaja, F. &Wiraman, C. (2021). Role of Happiness: Mediating Digital Technology and Job Performance Among Lecturers. Frontiers in Psychology, 12. doi:10.3389/fpsyg.2021.593155 [4] Benevene, P., Stasio, S.D., Fiorilli, C., Buonomo, I., Ragni, B., Briegas, J.J.M. &Barni, D. (2019)Effect of Teachers’ Happiness on Teachers’ Health. The Mediating Role of Happiness at Work.Sec. Organizational Psychology, 10.Retrieved from https://doi.org/10.3389/fpsyg.2019.02449 [5] Borrelli, I., Benevene, P., Fiorilli, C., D’Amelio, F., and Pozzi, G. (2014). Working conditions and mental health in teachers: a preliminary study. Occup.Med. 64. doi: 10.1093/occmed/kqu108 [6] Cooper, G. (2023). Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial . Journal of Science Education and Technology. Retrieved From https://doi.org/10.1007/s10956-023-10039-y [7] De Stasio, S., Fiorilli, C., Benevene, P., Uusitalo-Malmivaara, L., and Di Chiacchio, C. (2017).
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