ENGAGING PRIMARY TEACHERS IN THE USE OF INTERACTIVE LEARNING TOOLS

Abstract

The article outlines an experimental study designed to assess the impact of providing school teachers with training on the integration of interactive learning tools based on artificial intelligence into the teaching process on the quality of lesson planning. There were 67 elementary school teachers from two Kazakhstani schools who were randomly divided into control and experimental groups. Participants in the experimental groups underwent a two-week training course on working with artificial intelligence-based platforms with further testing of lesson plan quality using the Revised 26-Item Lesson Plan Evaluation Rating Scale, as refined by the authors. The course included tutorials on Insou, ChatDox, SkillsUp, etc. There was no intervention for the control groups, but these participants were tested in a similar way. According to the results of the study, the average lesson plan score in the experimental groups was higher than in the control groups. There was a positive correlation between being in the experimental condition and higher quality of lesson plan writing. The course received positive feedback from the teachers who participated in it: not only did the course enable them to adopt higher standards of instructional design, but it also had a positive impact on other domains of pedagogical performance, including interaction with students and feedback effectiveness. The authors emphasize the importance of investing in the professional development of educators and designing educational programs that improve the quality of instruction and instructional planning.