Exploring the Impact of Chat-GPT on Teacher Professional Development: Opportunities, Challenges, and Implications
Abstract
The study discusses the transformative impact of Chat-GPT (Generative Pre-trained Transformer), an artificial intelligence-based tool, in the field of education. Chat-GPT has garnered significant attention and praise for its capabilities in a rapidly evolving technological landscape. However, concerns about deception and misuse have led to bans on educational institutions. Educators' perspectives on Chat-GPT vary, with some viewing it as a threat to students' critical thinking and writing skills. The study emphasises the importance of educators adapting to technological advancements, including AI innovations like Chat-GPT. It posits that Chat-GPT has the potential to revolutionise professional development for educators and better prepare students for the challenges of the future. While initial reactions to new technologies often lean negative, history shows that innovations tend to yield optimistic outcomes. Psychological factors, such as the fear of the unknown and resistance to change, contribute to misaligned expectations. Acknowledging educators' valid concerns, the paper encourages a balanced approach. Educators are advised to integrate AI tools into professional development, leveraging them to enhance productivity and creativity. The literature review conducted in this study reveals valuable insights into the integration of Chat-GPT in the context of teacher professional development via the network of conceptual maps. In conclusion, this study highlights the need for educators to embrace AI as a tool for positive change in education.
References
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Ali, Z. B. M., Wahi, W., & Yamat, H. (2018). A Review of Teacher Coaching and Mentoring Approach. International Journal of Academic Research in Business and Social Sciences, 8(8), 504–524.
Alhumaid, K. (2019). Four Ways Technology Has Negatively Changed Education. Journal of Educational and Social Research. 9. 10.36941/jesr-2019-0002.
Aydın Ö., & Karaarslan E. (2022). OpenAI ChatGPT generated literature review: Digital twin in healthcare. Available at SSRN 4308687.
Baidoo-Anu D., & Owusu Ansah L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Available at SSRN 4337484.
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Dorothy, M., Barbara, M., & Helen, O.S. (2014). Continuing professional development – why bother? Perceptions and motivations of teachers in Ireland. Professional Development in Education. 42. 1-18. 10.1080/19415257.2014.952044.
Galaczi, E., Nye, A., Poulter, M., & Allen, H. (2018). Teacher Professional Development. The Cambridge Assessment English Approach to Teacher Professional Development.
Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Educ. Sci., 13(7), 692; https://doi.org/10.3390/educsci13070692.
Haleem, A., Javaid, M., Qadri, M. A., Suman, R. (2022). Understanding the role of digital technologies in education, 3, 275.
Kasneci, E., Seßler, K., Kuechemann, S., Bannert, M., & Dementieva, D., Fischer, Frank & Gasser, Urs & Groh, Georg & Günnemann, Stephan & Hüllermeier, Eyke & Krusche, Stephan & Kutyniok, Gitta & Michaeli, Tilman & Nerdel, Claudia & Pfeffer, Juergen & Poquet, Oleksandra & Sailer, Michael & Schmidt, Albrecht & Seidel, Tina & Kasneci, Gjergji. (2023). ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education. 103. 102274. 10.1016/j.lindif.2023.102274.
Kaufman, J. & Mcnay, G. (2017). At the Intersection of Technology and Nature: The Potential fora Bright Green Future. Ecopsychology. 9. 253-259. 10.1089/eco.2017.0022.
Kooli, C. (2023). Chatbots in Education and Research: A Critical Examination of Ethical Implications and Solutions. Sustainability, 15(7). https://doi.org/10.3390/su15075614.
Kok Ming, Goh & Mansor, Mahaliza. (2023). A Case Study of The Implementation of Teacher Professional Development among Primary Teachers. International Journal of Advanced Research in Education and Society, 5(2), 1-15.
Kristianingrum, N. & Widyantoro, A. (2020). The Implementation of Blended Learning in English for Arts Education Program: A Case Study. Langkawi: Journal of The Association for Arabic and English. 6. 173. 10.31332/lkw.v0i0.2169.
Lin, X. (2023). Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult Learners. Adult Learning, 0(0). https://doi-org.ezproxy.utm.my/10.1177/10451595231184928.
Lund B. D., & Wang T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News.
Meishar-Tal, Hagit. (2015). Teachers' Use of Wikipedia with Their Students. Australian Journal of Teacher Education. 40. 126-140. 10.14221/ajte.2015v40n12.9.
Ministry of Science, Technology & Innovation (MOSTI). (2021). Malaysia National Artificial Intelligence Roadmap (2021-2025) (AI-RMAP). Pusat Pentadbiran Kerajaan Persekutuan: Putrajaya, Malaysia.
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Ng D. T. K., Leung J. K. L., Chu S. K. W., & Qiao M. S. (2021). Conceptualizing AI literacy:An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041.
Perera, P., & Lankathilake, M. (2023). AI in Higher Education: A Literature Review of ChatGPT and Guidelines for Responsible Implementation. VII. 307-314. 10.47772/IJRISS.2023.7623.
Prothero, A. (2023, May 10). Teachers Need PD on Artificial Intelligence. What It Should Look Like. Education Week. https://www.edweek.org/leadership/teachers-need-pd-on-artificial-intelligence-what-it-should-look-like/2023/04.
Ray, P.P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scop. Internet of Things and Cyber-Physical Systems, 3, 121-154.
Reyna, J. (2023). The Potential of Artificial Intelligence (AI) and ChatGPT for Teaching, Learning and Research.
Reuters (2023, January 27). Top French university bans use of ChatGPT to prevent plagiarism.https://www.reuters.com/technology/top-french-university-bans-use-chatgpt-prevent-plagiarism-2023-01-27/
Rudolph J., Tan S., & Tan S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 1–22. https://doi.org/10.37074/jalt.2023.6.1.9.
Salleh, F., & Ibrahim, A. (2020). The Contribution of Professional Learning Community (PLC) to Teachers’ Workplace Learning and Career Development. International Journal of Academic Research in Progressive Education & Development. 9(2), 775-785.
Seo, K., Tang, J., Roll, I. et al. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal Education Technolgy High Education, 18(54). https://doi.org/10.1186/s41239-021-00292-9.
Steinmayr, R., Weidinger, A. F., Schwinger, M. & Spinath, B. (2019). The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings. Front. Psychol. 10:1730. doi: 10.3389/fpsyg.2019.01730.
Strain-Moritz, T. E. (2016). Perceptions of Technology Use and Its Effects on Student Writing. Culminating Projects in Teacher Development. 8. https://repository.stcloudstate.edu/ed_etds/8
Singh, M., James, P. S., Paul, H., & Bolar, K. (2022). Impact of cognitive-behavioral motivation on student engagement. Heliyon, 8(7), e09843. https://doi.org/10.1016/j.heliyon.2022.e09843.
Su, J., Zhong, Y., & Ng, D. T. K. (2022). A meta-review of literature on educational approaches for teaching AI at the K-12 levels in the Asia-Pacific region. Computers and Education:Artificial Intelligence, 3, 100065. https://doi.org/10.1016/j.caeai.2022.100065
Su, J., & Yang, W. (2023). Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education. ECNU Review of Education, 0(0). https://doi-org.ezproxy.utm.my/10.1177/20965311231168423.
Tai, M. K., & Omar, A. K. (2017). Measuring teacher attitudes toward change: An empirical validation. International Journal of Management in Education, 11(4), 437-469. doi:10.1504/IJMIE.2017.10005987.
Thorp H. H. (2023). ChatGPT is fun, but not an author. Science (New York, N.Y.), 379(6630), 313–313. https://doi.org/10.1126/science.adg7879.
Trust, T., Whalen, J., & Mouza, C. (2023). Editorial: ChatGPT: Challenges, Opportunities, and Implications for Teacher Education. 23.
The Queen University Journal. (2023, March 17). ChatGPT can hinder students’ critical thinking skills - The Queen’s Journal. https://www.queensjournal.ca/chatgpt-can-hinder-students- critical-thinking-skills/
Yadav, S., Kaushik, A., & Sharma, S. (2022). Simplify the difficult: artificial intelligence and cloud computing in healthcare. In IoT and Cloud Computing for Societal Good (pp. 101-124). Springer, Cham.
Zhai, Xiaoming. (2023). ChatGPT and AI: The Game Changer for Education. 10.13140/RG.2.2.31107.37923.
Adiguzel, T., Kaya, H., & Cansu, F. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology.15. ep429. 10.30935/cedtech/13152.
Ahmad Zaky El Islami, R.,et al. (2022). “Trends of Teacher Professional Development Strategies: A Systematic Review.” Shanlax International Journal of Education, 10(2), 1–8.
Ali, J., Shamsan, M., Hezam, T., & Majeed, A. (2023). Impact of ChatGPT on Learning Motivation. Teachers and Students' Voices. 2. 41-49. 10.56540/jesaf.v2i1.51.
Ali, Z. B. M., Wahi, W., & Yamat, H. (2018). A Review of Teacher Coaching and Mentoring Approach. International Journal of Academic Research in Business and Social Sciences, 8(8), 504–524.
Alhumaid, K. (2019). Four Ways Technology Has Negatively Changed Education. Journal of Educational and Social Research. 9. 10.36941/jesr-2019-0002.
Aydın Ö., & Karaarslan E. (2022). OpenAI ChatGPT generated literature review: Digital twin in healthcare. Available at SSRN 4308687.
Baidoo-Anu D., & Owusu Ansah L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Available at SSRN 4337484.
Carr, N. (2008) Is Google Making Us Stupid? What the Internet Is Doing to Our Brains.The Atlantic Online. https://sdsuwriting.pbworks.com/w/file/fetch/83284144/03_Carr_google.pdf
Celik, I., Dindar, M., Muukkonen, H. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: a Systematic Review of Research. TechTrends 66, 616–630. https://doi.org/10.1007/s11528-022-00715-y.
Chokshi, A. (2023). Planning Professional Development on ChatGPT. ASCD. https://www.ascd.org/blogs/planning-professional-development-on chatgpt?_hsenc=p2ANqtz-8253D_ux5U-uTVwyCrFYD4XeC7HurGn-vlcB8Izew05CCwBonnddUChKlhx3ik-lXDH73aua166TPAg0HSMuMkSnubIfyGpvB7pab63tFiKbE72RQ&_hsmi=254194690.
Deci, E.L. and Ryan, R.M. (2015). Self-Determination Theory. International Encyclopedia of the Social & Behavioral Sciences, 91, 486-491.https://doi.org/10.1016/B978-0-08-097086-8.26036-4.
Dorothy, M., Barbara, M., & Helen, O.S. (2014). Continuing professional development – why bother? Perceptions and motivations of teachers in Ireland. Professional Development in Education. 42. 1-18. 10.1080/19415257.2014.952044.
Galaczi, E., Nye, A., Poulter, M., & Allen, H. (2018). Teacher Professional Development. The Cambridge Assessment English Approach to Teacher Professional Development.
Grassini, S. (2023). Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings. Educ. Sci., 13(7), 692; https://doi.org/10.3390/educsci13070692.
Haleem, A., Javaid, M., Qadri, M. A., Suman, R. (2022). Understanding the role of digital technologies in education, 3, 275.
Kasneci, E., Seßler, K., Kuechemann, S., Bannert, M., & Dementieva, D., Fischer, Frank & Gasser, Urs & Groh, Georg & Günnemann, Stephan & Hüllermeier, Eyke & Krusche, Stephan & Kutyniok, Gitta & Michaeli, Tilman & Nerdel, Claudia & Pfeffer, Juergen & Poquet, Oleksandra & Sailer, Michael & Schmidt, Albrecht & Seidel, Tina & Kasneci, Gjergji. (2023). ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education. 103. 102274. 10.1016/j.lindif.2023.102274.
Kaufman, J. & Mcnay, G. (2017). At the Intersection of Technology and Nature: The Potential fora Bright Green Future. Ecopsychology. 9. 253-259. 10.1089/eco.2017.0022.
Kooli, C. (2023). Chatbots in Education and Research: A Critical Examination of Ethical Implications and Solutions. Sustainability, 15(7). https://doi.org/10.3390/su15075614.
Kok Ming, Goh & Mansor, Mahaliza. (2023). A Case Study of The Implementation of Teacher Professional Development among Primary Teachers. International Journal of Advanced Research in Education and Society, 5(2), 1-15.
Kristianingrum, N. & Widyantoro, A. (2020). The Implementation of Blended Learning in English for Arts Education Program: A Case Study. Langkawi: Journal of The Association for Arabic and English. 6. 173. 10.31332/lkw.v0i0.2169.
Lin, X. (2023). Exploring the Role of ChatGPT as a Facilitator for Motivating Self-Directed Learning Among Adult Learners. Adult Learning, 0(0). https://doi-org.ezproxy.utm.my/10.1177/10451595231184928.
Lund B. D., & Wang T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News.
Meishar-Tal, Hagit. (2015). Teachers' Use of Wikipedia with Their Students. Australian Journal of Teacher Education. 40. 126-140. 10.14221/ajte.2015v40n12.9.
Ministry of Science, Technology & Innovation (MOSTI). (2021). Malaysia National Artificial Intelligence Roadmap (2021-2025) (AI-RMAP). Pusat Pentadbiran Kerajaan Persekutuan: Putrajaya, Malaysia.
Muskat, E. (2023). Students Caught Cheating Using AI on Final; Academic Integrity Policy Updated-TheCommentator.TheCommentator. https://yucommentator.org/2023/01/students-caught-cheating-using-ai-on-finalacademic-integrity-policy-updated/
Ng D. T. K., Leung J. K. L., Chu S. K. W., & Qiao M. S. (2021). Conceptualizing AI literacy:An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041.
Perera, P., & Lankathilake, M. (2023). AI in Higher Education: A Literature Review of ChatGPT and Guidelines for Responsible Implementation. VII. 307-314. 10.47772/IJRISS.2023.7623.
Prothero, A. (2023, May 10). Teachers Need PD on Artificial Intelligence. What It Should Look Like. Education Week. https://www.edweek.org/leadership/teachers-need-pd-on-artificial-intelligence-what-it-should-look-like/2023/04.
Ray, P.P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scop. Internet of Things and Cyber-Physical Systems, 3, 121-154.
Reyna, J. (2023). The Potential of Artificial Intelligence (AI) and ChatGPT for Teaching, Learning and Research.
Reuters (2023, January 27). Top French university bans use of ChatGPT to prevent plagiarism.https://www.reuters.com/technology/top-french-university-bans-use-chatgpt-prevent-plagiarism-2023-01-27/
Rudolph J., Tan S., & Tan S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 1–22. https://doi.org/10.37074/jalt.2023.6.1.9.
Salleh, F., & Ibrahim, A. (2020). The Contribution of Professional Learning Community (PLC) to Teachers’ Workplace Learning and Career Development. International Journal of Academic Research in Progressive Education & Development. 9(2), 775-785.
Seo, K., Tang, J., Roll, I. et al. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal Education Technolgy High Education, 18(54). https://doi.org/10.1186/s41239-021-00292-9.
Steinmayr, R., Weidinger, A. F., Schwinger, M. & Spinath, B. (2019). The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings. Front. Psychol. 10:1730. doi: 10.3389/fpsyg.2019.01730.
Strain-Moritz, T. E. (2016). Perceptions of Technology Use and Its Effects on Student Writing. Culminating Projects in Teacher Development. 8. https://repository.stcloudstate.edu/ed_etds/8
Singh, M., James, P. S., Paul, H., & Bolar, K. (2022). Impact of cognitive-behavioral motivation on student engagement. Heliyon, 8(7), e09843. https://doi.org/10.1016/j.heliyon.2022.e09843.
Su, J., Zhong, Y., & Ng, D. T. K. (2022). A meta-review of literature on educational approaches for teaching AI at the K-12 levels in the Asia-Pacific region. Computers and Education:Artificial Intelligence, 3, 100065. https://doi.org/10.1016/j.caeai.2022.100065
Su, J., & Yang, W. (2023). Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education. ECNU Review of Education, 0(0). https://doi-org.ezproxy.utm.my/10.1177/20965311231168423.
Tai, M. K., & Omar, A. K. (2017). Measuring teacher attitudes toward change: An empirical validation. International Journal of Management in Education, 11(4), 437-469. doi:10.1504/IJMIE.2017.10005987.
Thorp H. H. (2023). ChatGPT is fun, but not an author. Science (New York, N.Y.), 379(6630), 313–313. https://doi.org/10.1126/science.adg7879.
Trust, T., Whalen, J., & Mouza, C. (2023). Editorial: ChatGPT: Challenges, Opportunities, and Implications for Teacher Education. 23.
The Queen University Journal. (2023, March 17). ChatGPT can hinder students’ critical thinking skills - The Queen’s Journal. https://www.queensjournal.ca/chatgpt-can-hinder-students- critical-thinking-skills/
Yadav, S., Kaushik, A., & Sharma, S. (2022). Simplify the difficult: artificial intelligence and cloud computing in healthcare. In IoT and Cloud Computing for Societal Good (pp. 101-124). Springer, Cham.
Zhai, Xiaoming. (2023). ChatGPT and AI: The Game Changer for Education. 10.13140/RG.2.2.31107.37923.
Published
2023-12-01
How to Cite
KOK MING, Goh; MANSOR, Mahaliza.
Exploring the Impact of Chat-GPT on Teacher Professional Development: Opportunities, Challenges, and Implications.
Asian Journal of Research in Education and Social Sciences, [S.l.], v. 5, n. 4, p. 54-67, dec. 2023.
Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/24977>. Date accessed: 11 sep. 2024.
Section
English Section
