Dr Bengi Birgili, Author at EERA Blog

Using ChatGPT in an educational technology course for maths teacher candidates

by Dr Bengi Birgili | Emerging Researchers' Group, NW 10 Teacher Education Research, NW 16 ICT in Education and Training

There has been a lot of discussion in educational research circles about the use of AI in education, in particular, ChatGPT. We asked doctoral research assistant, Bengi Birgili to tell us about how she is using (and teaching the use of) ChatGPT in the classroom. Dr Birgili introduced a fully flipped university context from the view of a researcher instructor. In this post, she explains how she and her students used ChatGPT in an instructional technology course offered in the Spring 2023 semester. This blog post includes not only her ideas and experiences but also those of 30 pre-service teachers studying in the mathematics education department in the faculty of education in Istanbul, Türkiye.

I have been teaching an educational sciences course at the intersection of Instructional Design and Instructional Technologies and Materials Design (EDS 206) at the Department of Mathematics Education (Grade 5-8), MEF University, Istanbul, Türkiye for 2 years. MEF University is known as the first fully flipped university in the world. You can find out more about the course at the end of this blog post.

This semester, additionally, we had a new visitor to this course. ChatGPT! Yes. Let’s share our experiences in this course.

Using ChatGPT in an educational technology course

I heard that ChatGPT, developed by Artificial Intelligence Developer Open AI, was released as a prototype on November 30th, 2022. I noticed that it attracted people’s attention in a short period of time with its detailed justifications and understandable answers in many fields of information. Many instructional technologists, educational scientists, and even linguists from Türkiye have started using it. It has become popular in our country as well as all over the world.

As a Ph.D. holder of educational sciences and a mathematics teacher; based on my limited experience, I can describe ChatGPT as a companion. Although the database has kept its information until the last updated date, it provides us with companionship in terms of sharing basic, responding fact-based prompts, and comprehensive information. Users must, of course, be aware of the issues that have been raised about the accuracy of the AI too (or see the impact of AI for more information).

Despite this caveat, when I look at it from the perspective of an educator, I believe that teacher candidates can benefit from ChatGPT, when used for the right purposes.

In the EDS 206 course, I demonstrated ChatGPT for a week. Then, I allowed the teacher candidates to experience it for themselves. Some of them asked ChatGPT to talk about common misconceptions made by middle school students in fractions in mathematics, and some of them asked for sample questions of their lesson plan preparation. While discovering ChatGPT, they also learned new instructional design models. They put into practice what they learned in our course while interacting with it. For the accuracy of the information, they had to compare what they learned in the course with the information provided by ChatGPT. At this level, they also started to use their high-level cognitive skills. In their article writing assignments, they were free to use ChatGPT, as long as they referenced appropriately.

To sum up, by following the correct instructions, we teacher educators, can admit ChatGPT as a mentor somewhere in a teacher education program. Nevertheless, it should be used as a means, not an end.

Students’ experiences using ChatGPT

After the ChatGPT experience, I asked my students: “Can you share with me in a paragraph your first experience with ChatGPT in the EDS 206 course, and explain whether it is useful and how your learning experiences in the faculty can get benefit from it?” I made a thematic analysis of their general ideas and initial thoughts. According to the findings of the thematic analysis, I inferenced the following categories.

Junior-year teacher candidates, studying in the faculty of education and a flipped university, were introduced to ChatGPT for the first time in this course. They were aware that ChatGPT is an up-to-date, innovative, and popular AI-based tool and they gained the specific awareness.

“I think #ChatGPT is a nice artificial intelligence application for people who are researchers and curious. As a teacher candidate, I was introduced to ChatGPT for the first time in EDS206 class and I saw the benefits of the application. During the lesson, my group mates and I experienced that ChatGPT can translate between languages, solve mathematical equations, and offer various suggestions on the subject….”

“I was introduced to the ChatGPT application in the EDS 206 course. In the lesson, we sought an answer to the question of how to use the ChatGPT application in education. We asked the ChatGPT application to develop a training model.”

All of them found ChatGPT useful for their learning. They see it as a privileged step of being an innovative teacher. When they asked questions regarding maths education, lesson planning, teaching methods etc, ChatGPT provided them with creative and useful examples. For instance:

“…We got surprising results. We discussed these results in class. I think the answers will be useful and effective. I think the most useful feature of the ChatGPT application is that it gives creative and useful examples for desired situations….”

“…While we were experiencing ChatGPT, when we asked “What is the most appropriate teaching model that can be applied on the subject of fractions in mathematics?”, it brought out various models. Although the question we asked was very specific, it brought out more than one model and, most importantly, it explained the focus points of these models with them….”

“…. I wanted to develop a material on “Factors and Multiples” within the scope of the EDS206 course. I wanted to add examples from daily life to my material. I asked ChatGPT to provide me with examples, and source books/sites on this subject. I was redirected to many pages. When we want to make a study by analyzing many sources in education and synthesizing these sources; I can say that ChatGPT is very useful to work step by step.…” (Female, senior year teacher candidate)

Almost all of the teacher candidates emphasized that ChatGPT encouraged them to use higher-order thinking skills. For example, they stated that they used cognitive skills such as analysis, synthesis, interpretation, and discussion together in the flipped class.

“….When we want to make a study by analyzing many sources in education and synthesizing these sources, I can say that ChatGPT is very useful to work step by step. On the other hand, I can say that it provides ease of learning and analyzing many pieces of literature for students. I can say that individuals who will produce a new study will have the chance to design a roadmap for basic errors, to access the materials to be used here, and to design a synthesized version of many sources if they wish. For this reason, I can say that it also provides a lot of convenience in the production of new works.”

“…. When we further advanced our question and asked it to choose one of these models and create a lesson plan that suited us, its answer really impressed me. Determining the necessary materials, which sections we will divide the lesson into, how many minutes these sections will take, and what we will do in them were explained in detail…”

On the other hand, only a few of them asserted the possible negative aspects of ChatGPT. Since it depends on machine learning and Artificial Intelligence, the accuracy and validity of the information given by ChatGPT must be tested and controlled from other scientific sources.

“…. Thanks to the information data in ChatGPT, it is a very useful application that allows us to save time by extracting logical answers in the context of cause and effect. If I take a negative aspect, it should not be forgotten that this is an artificial intelligence, if important information research is being conducted, ChatGPT’s responses should definitely be verified with other sources.” (Female, senior year teacher candidate)

Final thoughts

Last but not least, according to my short-term and unique experience regarding ChatGPT, I feel that the contribution of ChatGPT to teacher education is emerging. However, ethical issues should always keep the minds occupied. While discussing the benefits, the critical points and probable negative aspects should be paid attention by the instructors and teacher candidates. We think that ChatGPT will continue to be like a companion that provides motivation during individual learning or unguided instruction, and saves time – as long as it comes from the primary right academic source.

Key Messages

Teacher candidates can benefit from ChatGPT, when used for the right purposes
Teaching students reported that they found ChatGPT useful for learning, and saw it as evidence of being an innovative teacher
ChatGPT encouraged teacher candidates to use higher order thinking skills such as analysis, synthesis, interpretation, and discussion
Students should be aware of the limitations of tools such as AI and the importance of verifying the information provided with other sources
The use of AI tools in teacher education is still emerging, and critical points should be considered by instructors and teacher candidates

References and Further Reading

About the educational science course

The educational sciences course sits at the intersection of Instructional Design and Instructional Technologies and Materials Design (EDS 206) at the Department of Mathematics Education (Grade 5-8), MEF University, Istanbul, Türkiye.

Upon successful completion of this course, students [aka teacher candidates] are expected to be able to:

explore various ways of thinking about the use of technology in education
demonstrate how to use a variety of multimedia tools to enrich learning opportunities
identify appropriate teaching methods and electronic media to support objective-based lessons
design learning experiences that engage learners in individual and collaborative learning activities
create electronic multimedia to support specific learning objectives
use technology to represent topics or concepts in a static or interactive format.

I have been offering the course with an active learning environment both in COVID-19 pandemic times and now in a hybrid format. Teacher candidates apply what they have learned about weekly instructional technological tools, participate in pre-class/individual space and in-class/group space experiences, share their experiences and thoughts during flipped class activities, sometimes evaluate themselves, collaborate, and reflect while learning instructional design theories and practicum with material design.

At the beginning of the semester, the teacher candidates are assigned middle school mathematics content from the national mathematics education curriculum. They learn to design digital materials in order to improve their digital competencies. For example, Bubbl.us, Kahoot, Desmos, Geogebra. They prepare teaching materials for 6th grade students using the digital tools they learn about in the EDS206 related to the mathematics topic they were assigned. However, they design not only independent teaching and learning materials, but also instructional design models and so learn to integrate their digital materials into their ID models.

For more information about EDS 206 please do not hesitate to contact me.

On AI and accuracy

The field of Artificial Intelligence is changing rapidly, and it can be difficult to keep up with the current situation. Here are some articles that we found when this blog post was published.

ChatGPT: Everything you need to know about OpenAI’s GPT-4 tool

ChatGPT and facts (January 2023)

The impact of AI on content accuracy (October 2023)

ChatGPT accuracy getting worse (June 2023)

Dr Bengi Birgili

Research Assistant in the Mathematics Education Department at MEF University, Istanbul.

Dr Bengi Birgili is a research assistant in the Mathematics Education Department at MEF University, Istanbul. She experienced in research at the University of Vienna. In 2022, she received her PhD from the Department of Educational Sciences Curriculum and Instruction Program at Middle East Technical University (METU), Ankara. Her research interests focus on curriculum development and evaluation, instructional design, in-class assessment. She received the Emerging Researchers Bursary Winners award at ECER 2017 for her paper titled “A Metacognitive Perspective to Open-Ended Questions vs. Multiple-Choice.”

In 2020, a co-authored research became one of the 4 accepted studies among Early-Career Scholars awarded by the International Testing Commission (ITC) Young Scholar Committee in the UK [Postponed to 2021 Colloquium due to COVID-19].

In Jan 2020, she completed the Elements of AI certification offered by the University of Helsinki.

Researchgate:https://www.researchgate.net/profile/Bengi-Birgili-2

Twitter: @bengibirgili

Linkedin: https://www.linkedin.com/in/bengibirgili/

ORCID:https://orcid.org/0000-0002-2990-6717

Medium: https://bengibirgili.medium.com

Is the self-efficacy of maths teachers related to teaching competency?

by Dr Bengi Birgili | Emerging Researchers' Group, NW 24 Mathematics Education Research

The role of teachers is one of the essential elements that ensure the proper functioning of the education system and the world for students’ benefit. In addition to guiding them academically, teachers can influence children’s future, making them better human beings. A teacher can instill content knowledge, life skills, good dispositions, traditional values, and modern-day issues to students.

Teaching mathematics goes beyond the knowledge capacity of teachers and pre-service teachers. In other words, equipping students with different 21st-century skills and attitudes is the main goal of teaching mathematics, rather than transferring content knowledge. The confidence teachers have in their planning and implementation skills affects their teaching and learning objectives in online education. A number of problems can arise in the classroom if the teacher is lacking in confidence. A teacher may have comprehensive mathematical knowledge and skills yet have low self-confidence while lecturing. They may not be able to use their expertise and abilities adequately in the classroom teaching process, leading them to perform their profession poorly. The self-confidence of the teacher is important in terms of providing more effective teaching to their students.

What is the meaning of maths self-efficacy?

As defined by Bandura (1997), mathematics self-efficacy is one’s beliefs or perceptions concerning their abilities in mathematics education. Mathematics self-efficacy is operationalized as a belief which should be internalized by teachers and pre-service teachers. On the other hand, teaching competencies can be defined as the knowledge and skills that they must perform in their profession effectively and efficiently. Without sufficient knowledge, enthusiasm, and self-efficacy in these areas, it is unlikely that future elementary teachers will be able to provide effective instruction (Battista 1986; Stevens & Wenner, 1996; Tosun, 2000).

Mathematics self-efficacy is different from teachers’ mathematics competencies. Teacher competencies refer to a teacher’s professional knowledge and expertise, while teacher self-efficacy is tied to a more general concept. Teacher self-efficacy is more than having technical experience and skills; it also includes confidence that one has in putting this knowledge and competencies into practice. Having this confidence helps to provide an effective teaching environment in the classroom and to manage the negativities that may be encountered in classroom management by strengthening the student-teacher relationship. Gavora (2010) pointed out that a teacher’s high self-efficacy enables them to use their professional knowledge and skills successfully. Students learn more from teachers who have high self-efficacy (Zuya et al., 2016).

In line with Küçükalioğlu and Tuluk (2021), mathematics teachers with high self-efficacy were observed to have a positive effect on students’ mathematical achievement. Therefore, the self-efficacy of mathematics teachers seems to be the determining factor in their way of teaching and behaviour in class. According to Bandura (1995), teachers with low self-efficacy tend to create an environment that has an adverse effect on students’ mathematical achievement. I would add that if a teacher does not attend their lesson prepared for the misconceptions about the related content that students may encounter, they may not notice the student’s current misconception, which may lead to the student’s learning based on faulty thinking and understanding.

The association between mathematics education, self-efficacy, and teaching competency

The question of how the mathematics competencies and self-efficacy of teacher candidates who grew up with technological advancements (i.e. the flipped learning approach) have been a matter of curiosity. What are the teaching competencies and self-efficacy of elementary mathematics pre-service teachers in teacher education at a foundation university?

When we look at the studies carried out to date in general, we can say that most of the studies (e.g., Çakıroğlu & Işıksal (2009); Gülten (2013)) examining the variables focused on gender, age, and grade level were conducted on pre-service teachers and teachers as study groups. Reviewing the previous studies, we observed that most of them were carried out in state universities, and that teacher education programs involved preservice mathematics teachers who were exposed to insufficient practicum. Having analyzed the literature, there was no research carried out on pre-service teachers who have been educated in a foundation university in Istanbul!

Considering that practicum courses attended by freshmen years were intensively included in the internship in order to improve pre-service teachers’ mathematics self-efficacy and mathematics teaching competencies, examining the relationship between mathematics self-efficacy and mathematics teaching competencies aims to bring a different perspective to the related literature.

Our research into self-efficacy and mathematics

We conducted a study with second, third, and fourth-grade teacher candidates at the department of Middle School Mathematics Teaching at MEF University in Istanbul, Turkey, in the 2021-2022 academic year. When we analyze the scores obtained through the questionnaires (Özgen & Bindak, 2008 for self-efficacy; Esendemir et al., 2015 for teaching competency), we can say that the self-efficacy of pre-service mathematics teachers is higher than their competence in teaching mathematics. There is a relationship between pre-service mathematics teachers’ mathematics self-efficacy and mathematics teaching competency. The results revealed that there is a statistically significant and positive relationship between the pre-service mathematics teachers’ self-efficacy and their teaching competencies. This result means that as mathematics teacher candidates’ teaching competencies increase, their self-efficacy also increases (Check for the full manuscript of the graduation thesis).

Conclusion

We mentioned that instructors have responsibilities such as educating learners, conveying their knowledge, guiding students’ futures, and preparing learners for life. We have proven that the effective provision of this environment is related to teachers’ self-efficacy and mathematics teaching competencies. So, what can we do to create this environment?

We suggest that various activities and practices related to self-efficacy beliefs and teaching competency should be included in teacher training programs so that teacher candidates can use their teaching skills effectively in the classroom. So, what various activities can encourage the efficient use of our skills in the classroom? For example, it may be beneficial for pre-service teachers to create awareness by preparing a presentation on mathematics teaching competency, especially for the “Methods” course, which is one of the field courses, before starting their professional life.

In order to increase the awareness level of elementary school mathematics teacher candidates studying in education faculties, seminars can be organized about the perception of mathematics self-efficacy and mathematics teaching competency as an important factor in success.

Key Messages

Teachers’ self-confidence and self-efficacy skills are significant factors in providing more effective teaching to their students.
Pre-service mathematics teachers’ self-efficacy was higher than their mathematics teaching competencies.
Mathematics teachers’ self-efficacy seems to be the determining factor in their teaching styles and behaviour in the classroom and affects their teaching quality.
There was a significant and positive relationship between the pre-service mathematics teachers’ self-efficacy and their teaching competencies.
Teachers’ self-efficacy and teaching competencies should be sufficient for teaching in order for them to begin their professional careers properly.

References and Further Reading

Bandura, A. (1995). Self-efficacy in changing societies. https://doi.org/10.1017/CBO9780511527692.

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman and Company Press.

Battista, M. T. (1986). The relationship of mathematics anxiety and mathematical knowledge to the learning of mathematical pedagogy by preservice elementary teachers. School Science and Mathematics, 86(1), 10–19. https://doi.org/10.1111/j.1949-8594.1986.tb11580.x

Çakıroğlu, E., & Işıksal, M. (2009). Preservice elementary teachers’ attitudes and self-efficacy beliefs toward mathematics. Education and Science, 34, 151. https://hdl.handle.net/11511/52775

Esendemir, Ö., Çırak, S., & Samancıoglu, M. (2015). Pre-service elementary math teachers’ opinions about mathematics teaching competencies. Gaziantep University Journal of Social Sciences, 14(1), 217–239.https://doi.org/10.21547/jss.256787

Gavora, P. (2010). Slovak pre-service teacher self-efficacy: Theoretical and research considerations. The New Educational Review, 21(2), 17–30. https://www.researchgate.net/publication/287424468_Slovak_Pre-Service_Teacher_Self-Efficacy_Theoretical_and_Research_Considerations

Gülten, D. Ç. (2013). An investigation of pre-service primary mathematics teachers’ math literacy self-efficacy beliefs in terms of certain variables. International Online Journal of Educational Sciences, 5(2), 393–408. https://iojes.net/?mod=makale_tr_ozet&makale_id=41128

Küçükalioğlu, T., & Tuluk, G. (2021). The effect of mathematics teachers’ self-efficacy and leadership styles on students’ mathematical achievement and attitudes. Athens Journal of Education, 8(3), 221–238. https://doi.org/10.30958/aje.8-3-1

Özgen, K., & Bindak, R. (2008). The development of a self-efficacy scale for mathematics literacy. Kastamonu Education Journal, 16(2), 517–528. https://doi.org/10.24106/kefdergi.413386

Stevens, C., & Wenner, G. (1996). Elementary preservice teachers’ knowledge and beliefs regarding science and mathematics. School Science and Mathematics, 96(1), 2–9. https://doi.org/10.1111/j.1949-8594.1996.tb10204.x

Tosun, T. (2000). The beliefs of preservice elementary teachers toward science and science teaching. School Science and Mathematics, 100(7), 374–379. https://doi.org/10.1111/j.1949-8594.2000.tb18179.x

Zuya, H, E., Kwalat, S, K., & Attah, B, G. (2016). Pre-service teachers’ mathematics self-efficacy and mathematics teaching self-efficacy. Journal of Education and Practice, 7(14), 93–98. https://www.researchgate.net/publication/303723566_Pre-service_Teachers%27_Mathematics_Self-efficacy_and_Mathematics_Teaching_Self-efficacy

Artificial Intelligence in Student Assessment: What is our Trajectory?

by Dr Bengi Birgili | Emerging Researchers' Group, NW 9 Assessment, Evaluation, Testing and Measurement

Bengi Birgili is a Research Assistant in the Mathematics Education Department at MEF University in Istanbul. Here she shares her research and insights into the development of Artificial Intelligence applications in the field of education and explains the current trajectory of AI in the Turkish education system.

As a mathematics teacher and doctoral candidate in educational sciences, I closely follow the latest developments in Artificial Intelligence (AI) applications in the field of education. Innovations in AI become outdated within a few months because of the rapidly increasing studies on image processing, speech recognition, natural language processing, robotics, expert systems, machine learning, and reasoning. With Google, Facebook, and IBM AI studies being open source, these companies help speed up developments.

If we think of education as a chair, the legs are the four essential parts that keep it standing: that is, the student, the teacher, the teaching process, and measurement-evaluation – the four basic elements of education. Key areas of AI for education are determining the right strategies, making functional decisions, and coming up with the most appropriate designs for the education and training process. I believe there are many areas in which teachers can work in cooperation with Artificial Intelligence systems in the future.

Human behaviour modelling

The main focus of AI studies worldwide is human behavior modelling. The relationship between how humans model thinking and how we can, therefore, accurately measure and evaluate students is still a subject of exploration. Essentially, the question is: how do humans learn, and how can we teach this to AI expert systems?

Presently, AI expert systems learn in three ways:

supervised learning
unsupervised learning
reinforcement learning

As an educator, whenever I hear these categories, I think of the conditional learning and reward-punishment methods we learn about in educational sciences. These methods, which are prevalent at the most fundamental level in the individual teaching and learning process, are central to the design of AI systems being developed today, which are developed on the behavioristic approach in learning theories.

Just as in the classroom environment, where we can reinforce a students’ behavior by using a reward, praise, or acknowledgment in line with the behaviorist approach while teaching knowledge or skills so that we can strengthen the frequency of the behavior and increase the likelihood that how the response will occur. In a similar vein, an agent or a machine which is under development learns from the consequences of its actions.

AI in the Measurement-Evaluation Process

One area for the use of natural language processing in the measurement-evaluation process is the evaluation of open-ended examinations. In Turkey, large-scale assessment consists mostly of multiple-choice examinations, chosen for their broad scope, objective scoring, high reliability, and ease of evaluation. On the other hand, open-ended examinations are more challenging because they measure students’ higher-level thinking skills in much more detail than multiple-choice, fill-in-the-blanks, true-false, and short-answer questions.

Education systems in other countries make more use of open-ended items because they allow students to thoroughly use their reading comprehension skills. Also, students are able to demonstrate their knowledge in their own words and use multiple solution strategies, which is a better test of their content knowledge. But these open-ended items do not just measure students’ knowledge of a topic; at the same time, they mediate between higher-level thinking skills such as cognitive strategies and self-discipline. This is an area in which AI studies have begun to appear in the educational literature.

Countries using open-ended items in new generation assessment systems are France, the Netherlands, Australia, and, in particular, the United States and the UK. These systems provide teachers, parents, and policymakers with the opportunity to monitor student progress based on student performance as well as student success. The development of Cognitive Diagnostic Models (CDM) and Computerized Adaptive Tests (CAT) changed testing paradigms. These models classify student response models in a test into a series of characteristics related to different hierarchically defined mastery levels. Another development is immersive virtual environments such as EcoMUVE, which can make stealth/invisible assessments, evaluating students’ written responses and automatically creating follow-up questions.

AI in Student Assessment in Turkey

artificial intelligence education turkey

It is a very broad concept that we call “artificial intelligence [AI] in education”. To simplify it, we can define it as a kind of expert system that sometimes takes the place of teachers (i.e., the intelligent tutors) by making pedagogical decisions about the student in the teaching or measurement-evaluation process. Sometimes the system assists by analyzing the student in-depth in the process, enabling them to interact with the system better. It aims to guide and support students. To make more computational, precise, and rigorous decisions in the education process, the field of AI and Learning Sciences collaborate and contribute to the development of adaptive learning environments and more customized, inclusive, flexible, effective tools by analyzing how learning occurs with its external variables.

Turkey is a country of tests and testing. Its education system relies on selection and placement examinations. However, developments in educational assessment worldwide include individual student follow-up, formative assessments, alternative assessments, stealth assessments, and learning analytics, and Turkey has yet to find its own trajectory for introducing AI in student assessment.

However, the particular structure of the Turkish language makes it more difficult than in other countries to design, model, develop, and test AI systems – which explains the limited number of studies being carried out. The development of such systems depends on big data, so it is necessary to collect a lot of qualified student data in order to pilot deep learning systems. Yet the Monitoring and Assessment of Academic Skills report of 2015-2018 noted that 66% of Turkish students do not understand cause and effect relationships in reading.

In AI testing, students are first expected to grasp what they read and then to express what they know in answering questions, to express themselves, to come up with solutions, and to be able to use metacognitive skills. The limited number of students who can clearly demonstrate these skills in Turkey limits the amount of qualified data to which studies have access. There is a long way to go in order to train AI systems with qualified data and to adapt to the complexities of the Turkish language. In short, Turkey is not yet on a trajectory for introducing AI for education measurement and evaluation – we are still working to get ourselves on an appropriate trajectory. We are still oscillating through the universe. However, there are signs that the future in this area will be designed faster, addressing the questions I have raised.

The Outlook for AI in Student Assessment

artificial intelligence future education

While designing and developing such systems, it should be remembered that students and teachers also need to adapt to the system. Their readiness to do so will help us measure the quality of education in general as well as the level of students’ knowledge and skills in particular. Authentic in-class examinations and national and international large-scale assessments should serve the same purpose. In the future, we will need AI systems to play a greater role in generating and categorizing questions and evaluating student responses. And they need to do this is a system whose main goal must be to provide a learning process that positively supports the curiosity and ability of all our students

Bengi Birgili

Research Assistant in the Mathematics Education Department at MEF University, Istanbul.

Bengi Birgili is a research assistant in the Mathematics Education Department at MEF University, Istanbul. She experienced in research at the University of Vienna. She is currently a PhD candidate in the Department of Educational Sciences Curriculum and Instruction Program at Middle East Technical University (METU), Ankara. Her research interests focus on curriculum development and evaluation, instructional design, in-class assessment. She received the Emerging Researchers Bursary Winners award at ECER 2017 for her paper titled “A Metacognitive Perspective to Open-Ended Questions vs. Multiple-Choice.”

In 2020, a co-authored research became one of the 4 accepted studies among Early-Career Scholars awarded by the International Testing Commission (ITC) Young Scholar Committee in the UK [Postponed to 2021 Colloquium due to COVID-19].

In Jan 2020, she completed the Elements of AI certification offered by the University of Helsinki.

Researchgate:https://www.researchgate.net/profile/Bengi-Birgili-2

Twitter: @bengibirgili

Linkedin: https://www.linkedin.com/in/bengibirgili/

ORCID:https://orcid.org/0000-0002-2990-6717

Medium: https://bengibirgili.medium.com

Using ChatGPT in an educational technology course for maths teacher candidates

Using ChatGPT in an educational technology course

Students’ experiences using ChatGPT

Final thoughts

Key Messages