الخلاصة:
This study aimed to determine the impact of a training program on developing the skills of Jerusalem school teachers in utilizing artificial intelligence tools in the educational process. It also sought to identify their skill levels before and after the training program, and to pinpoint their training needs in the field of educational AI. Furthermore, the study aimed to design a training program to teach and train public school teachers on the use of AI tools in education, evaluate the effectiveness of this program, and ascertain whether there were differences in their skill levels before and after the training.
To achieve these objectives, the study employed a quasi-experimental design with a single group and two pre- and post-tests. Three instruments were used: the training program, consisting of three sections and 14 sessions covering 18 skills; an observation checklist comprising 20 skills; and the pre- and post-tests. These instruments were administered to a purposive sample of 30 teachers from three schools.
Statistical tests revealed significant differences supporting the program's effectiveness. The results showed that teachers' skills in using artificial intelligence (AI) tools in the educational process before participating in the training program were low, with an overall score of 1.26 on the observation checklist and a low score of 1.33 on the pre-test. Teachers' training needs in educational AI were quite diverse. After participating in the training program, their skill level was found to be moderate, with a mean score of 1.96 on the observation checklist and a mean score of 1.97 on the post-test.
The teachers' evaluation of the training program after completing its components was highly positive, indicating its effectiveness in developing their skills in using AI tools in the educational process. This confirms the achievement of one of its main objectives: enhancing teacher competence in this area. The training program has a significant impact on developing the skills of Jerusalem school teachers in utilizing AI tools in the educational process.
At the end of the study, the researcher made several recommendations, the most prominent of which was that committees could be established among teachers to exchange experiences and applications in employing artificial intelligence in developing learning strategies and supporting students with learning difficulties, and that those in charge of the educational process could allocate advanced training programs to enable teachers to create professional visual and audio content to enhance the attractiveness of educational lessons.
