{"title":"在中学有效使用GenAI的数字能力：教师观点和课堂实践的纵向探索","authors":"Liron Levy-Nadav, Tamar Shamir-Inbal, Ina Blau","doi":"10.1111/jcal.70123","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>The rapid rise of Generative Artificial Intelligence (GenAI) is transforming education. At this stage, there is not yet a well-established and tested theoretical framework clarifying which competencies learners must possess to use GenAI effectively and safely. This study draws on three theoretical frameworks: Eshet-Alkalai's Digital Literacy Framework (2012), Long and Magerko's AI Literacy (2020) and DigComp 2.2.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>The study aims to explore teachers' perspectives regarding the digital competencies that students need for effective GenAI tool use, as well as the classroom learning activities that facilitate the development and practice of these competencies and how they evolve over time.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>We conducted 34 semi-structured interviews at an interval of 6–8 months with 17 teachers who had begun utilising a variety of GenAI tools for teaching purposes. This mixed-methods study combines qualitative top-down and bottom-up thematic analysis with quantitative comparisons between the pre and post measurements. Additionally, for data triangulation, a large qualitative sample of 97 GenAI-enhanced learning activities conducted in classrooms was analysed.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>Findings revealed seven key competencies categorised into general digital literacies, emerging technology literacies and GenAI-specific competencies. Three categories of classroom activities that practiced these competencies emerged: proper use of tools, fostering personal expression and encouraging critical discussion. As expected in the beginning of new technology integration, declines were observed in most competencies in both interviews and learning activities, except for a significant increase in critical-thinking competencies and stable levels of managing-ongoing dialogue. The findings suggest expanding the digital literacy framework by incorporating ‘Learning New Technology’, which covers general competencies for integrating emerging technologies, and specific GenAI-related competencies. The study offers valuable insights into theory and practice AI-enhanced learning.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6000,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70123","citationCount":"0","resultStr":"{\"title\":\"Digital Competencies for Effective GenAI Use in Secondary Schools: A Longitudinal Exploration of Teachers' Perspectives and Classroom Practices\",\"authors\":\"Liron Levy-Nadav, Tamar Shamir-Inbal, Ina Blau\",\"doi\":\"10.1111/jcal.70123\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>The rapid rise of Generative Artificial Intelligence (GenAI) is transforming education. At this stage, there is not yet a well-established and tested theoretical framework clarifying which competencies learners must possess to use GenAI effectively and safely. This study draws on three theoretical frameworks: Eshet-Alkalai's Digital Literacy Framework (2012), Long and Magerko's AI Literacy (2020) and DigComp 2.2.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objectives</h3>\\n \\n <p>The study aims to explore teachers' perspectives regarding the digital competencies that students need for effective GenAI tool use, as well as the classroom learning activities that facilitate the development and practice of these competencies and how they evolve over time.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>We conducted 34 semi-structured interviews at an interval of 6–8 months with 17 teachers who had begun utilising a variety of GenAI tools for teaching purposes. This mixed-methods study combines qualitative top-down and bottom-up thematic analysis with quantitative comparisons between the pre and post measurements. Additionally, for data triangulation, a large qualitative sample of 97 GenAI-enhanced learning activities conducted in classrooms was analysed.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>Findings revealed seven key competencies categorised into general digital literacies, emerging technology literacies and GenAI-specific competencies. Three categories of classroom activities that practiced these competencies emerged: proper use of tools, fostering personal expression and encouraging critical discussion. As expected in the beginning of new technology integration, declines were observed in most competencies in both interviews and learning activities, except for a significant increase in critical-thinking competencies and stable levels of managing-ongoing dialogue. The findings suggest expanding the digital literacy framework by incorporating ‘Learning New Technology’, which covers general competencies for integrating emerging technologies, and specific GenAI-related competencies. The study offers valuable insights into theory and practice AI-enhanced learning.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 5\",\"pages\":\"\"},\"PeriodicalIF\":4.6000,\"publicationDate\":\"2025-09-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70123\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70123\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70123","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Digital Competencies for Effective GenAI Use in Secondary Schools: A Longitudinal Exploration of Teachers' Perspectives and Classroom Practices
Background
The rapid rise of Generative Artificial Intelligence (GenAI) is transforming education. At this stage, there is not yet a well-established and tested theoretical framework clarifying which competencies learners must possess to use GenAI effectively and safely. This study draws on three theoretical frameworks: Eshet-Alkalai's Digital Literacy Framework (2012), Long and Magerko's AI Literacy (2020) and DigComp 2.2.
Objectives
The study aims to explore teachers' perspectives regarding the digital competencies that students need for effective GenAI tool use, as well as the classroom learning activities that facilitate the development and practice of these competencies and how they evolve over time.
Methods
We conducted 34 semi-structured interviews at an interval of 6–8 months with 17 teachers who had begun utilising a variety of GenAI tools for teaching purposes. This mixed-methods study combines qualitative top-down and bottom-up thematic analysis with quantitative comparisons between the pre and post measurements. Additionally, for data triangulation, a large qualitative sample of 97 GenAI-enhanced learning activities conducted in classrooms was analysed.
Results and Conclusions
Findings revealed seven key competencies categorised into general digital literacies, emerging technology literacies and GenAI-specific competencies. Three categories of classroom activities that practiced these competencies emerged: proper use of tools, fostering personal expression and encouraging critical discussion. As expected in the beginning of new technology integration, declines were observed in most competencies in both interviews and learning activities, except for a significant increase in critical-thinking competencies and stable levels of managing-ongoing dialogue. The findings suggest expanding the digital literacy framework by incorporating ‘Learning New Technology’, which covers general competencies for integrating emerging technologies, and specific GenAI-related competencies. The study offers valuable insights into theory and practice AI-enhanced learning.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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