Student Teachers’ Leveraging GenAI Tools for Academic Writing, Design, and Prompting in an ODeL Course
Micheal M. van Wyk
Abstract
Large language models such as ChatGPT 3.5, Grammarly, and Copilot, to name a few, are referred to as generated artificial intelligence tools (GenAI). These GenAI tools have gained significant popularity in education since their launch. How can teacher education take advantage of the hype around GenAI tools? These AI-generated tools prompted an investigation in an online course empowering student teacher with specific GenAI tools for academic writing and design. The pragmatic approach selected an explanatory mixed-methods study. The purposive sample of 204 respondents and six student teachers were selected for the study. Respondents completed the self-designed questionnaire, GramGamChat survey tool (α < .82). To apply the MMD approach, respondents first completed the closed structured questions online to execute this pragmatic approach, followed by using MS Teams as a videoconferencing platform and recorded interview sessions. The quantitative data were analysed and interpreted. Furthermore, interviews were conducted about student teachers› views of GenAI tools. These tools exposed student teachers to the benefits of GenAI and were favourably accepted by student teachers. It emerged that the tools positively improved student teachers› proficiency in designing practical learning resources for engagement.