Authors:
Lisa Kuka
and
Barbara Sabitzer
Affiliation:
STEM Didactics, Johannes Kepler University, Altenberger Straße 68, 4040 Linz, Austria
Keyword(s):
Autoethnography, Artificial Intelligence, AI in Education, Teaching, Experience, Generative AI, GenAI, Curriculum Design.
Abstract:
This autoethnography explores the impact of generative artificial intelligence (GenAI) on teaching and research practices within the educational landscape. The author’s experiences with generative AI are examined through a dual-layered exploration, encompassing academic research and educational practices. The paper emphasizes the pivotal role of AI in revolutionizing classroom dynamics and alleviating the workload of educators and researchers. Ethical considerations surrounding the use of AI are critically examined, ensuring responsible research practices. The reflective journey reveals the extensive time dedicated to tasks outside the classroom, highlighting the impact of AI on the workload of educators and researchers. The paper calls for a shift in curriculum design to incorporate comprehensive digital and AI literacy training and emphasizes the necessity for future research to delve into effective pedagogical approaches and long-term impacts of AI integration. Overall, this autoe
thnographic methodology sheds light on the profound impact of AI on both teaching and research practices within the educational landscape.
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