Situation and Proposals for Implementing Artificial Intelligence-based Instructional Technology in Vietnamese Secondary Schools

Abstract

This study evaluated the level of necessity for bringing AI into teaching, then assessed the implementation of those applications as well as how feasible and effective such implementation is at Vietnamese Middle Schools. The approach to assessing the current situation in this study is the perspective of Artificial Intelligence-based instructional technology (AI-bIT) that considers the teaching process to be a technological process with three core components being teaching means (the key media is AI), teaching methods and teaching skills. A sample of 119 teachers come from Middle Schools belonged to some cities/provinces in Vietnam responded this survey form. The survey data is illustrated by descriptive statistics of Mean and the Independent-Samples t-test for comparison of different opinions. Based on the findings, it was concluded that teachers' awareness of AI-bIT is quite good, but the actual implementation of AI-bIT is still low, so the feasibility and effectiveness of AI-bIT is not high. It was therefore, recommended that, for reaching the outstanding advantages of AIED in the world, Vietnamese secondary education needs to be invested in technical infrastructure, fostering qualifications and expertise for teachers, as well as piloting AI-bIT models for exploiting AIED in feasible and effective way at Middle Schools.

Pre-service Physical Sciences Teachers’ Views on Integrating ChatGPT into Teaching: A Case Study

“…How teachers pedagogically use AI technologies and their roles in classroom learning remain unclear (Chiu et al, 2023;Lee, 2023). Moreover, teachers resist adopting these teaching tools, while others are unaware of their potential (Nguyen et al, 2022). Furthermore, little is known about the integration of ChatGPT in teaching school learners and in initial teacher preparation (Baidoo-Anu & Ansah, 2023).…”

“…AI chatbot tools such as ChatGPT mimic the intellectual abilities of human beings and can be used in science education as teaching assistants (Gill et al, 2024;Nguyen et al, 2022;Wollny et al, 2021). Thus, they can be used by teachers to create learning conditions that offer learners guidance, assistance and feedback (Chiu et al, 2023).…”

“…Thus, they can be used by teachers to create learning conditions that offer learners guidance, assistance and feedback (Chiu et al, 2023). They facilitate the creation of learning environments that stimulate critical thinking by providing engaging and interactive activities to learners (Grassini, 2023;Nguyen et al, 2022). Chatbots are learning aids used in education to support the teaching of content and skills, improve e ciency in teaching and learning and increase the learners' motivation to learn (Wollny et al, 2021).…”

“…The teacher then visits the suggested websites and, as a professional, evaluates these resources and decides to include them in instruction. The use of chatbots also aids the teacher in content development and lesson planning (Grassini, 2023;Nguyen et al, 2022). The chatbots offer ideas for producing informative and engaging lesson plans.…”