How Can (A)I Research This? An Autoethnographic Exploration of Generative AI in Research, Teaching and Instructional Design

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2025-03-30 DOI:10.1177/00224871251325065

Stefanie Panke

引用次数: 0

Abstract

The autoethnographic study investigates the transformative impact of generative AI on educational research, instructional design, and teaching practices over a 5-month period (May–October 2024). By integrating AI tools into every phase of the research process, the study examines AI’s role as both a research partner and a subject of inquiry. Field notes, queries, and AI-generated outputs were systematically collected, creating a corpus for analysis. Grounded in activity theory, this research offers a reflective narrative on the evolving work routines of instructional designers and educators, emphasizing the orchestration of technology rather than prescriptive best practices. The study contributes to educational technology research by documenting the use of AI at a specific point in time, providing a foundation for future inquiry into the practical implications of AI in education.

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这项自述式研究调查了生成式人工智能在 5 个月内（2024 年 5 月至 10 月）对教育研究、教学设计和教学实践的变革性影响。通过将人工智能工具融入研究过程的每个阶段，本研究探讨了人工智能作为研究伙伴和研究对象的作用。研究人员系统地收集了现场笔记、查询和人工智能生成的结果，并创建了一个用于分析的语料库。本研究以活动理论为基础，对教学设计师和教育工作者不断演变的工作程序进行了反思性叙述，强调了技术的协调性而非规范性的最佳实践。本研究记录了人工智能在特定时间点的使用情况，为未来探究人工智能在教育领域的实际影响奠定了基础，从而为教育技术研究做出了贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).