Abstract
The more recent emergence and embrace of large language models, such as ChatGPT, Perplexity, Google Bard, and Microsoft’s Copilot, amongst others, now part of the digital ecological landscape, could reshape teacher pedagogy even more as part of a search for advance personalized learning, and adaptive learning plans based on different students’ needs. The vision of integrating ChatGTP-4 in the classroom is part of an ongoing push for harnessing digital solutions to improve teaching and learning. This paper explores the epistemological dimensions of PGCE lecturers’ perceptions, from two South African universities with regards to the use and integration of Chat GTP-4 in their lectures. Epistemological dimensions we refer to how academics imagine their roles in the classroom, the nature of their knowledge and understanding of ChatGTP-4, firmly held beliefs and justification for its use. Using hermeneutical phenomenology, the study aims to gain rich descriptions of the academics’ epistemic ascent concerning ChatGTP. Five academics from South Africa were purposively sampled to participate in the study. Data were explicated using Hycner’s data reduction integrated with Idhe’s notion of postphenomenology. The findings show that the participants underlined the rhetoric around the push for 4IR skills that evolve around desired models of 21st-century pedagogy. Another finding pointed out how ChatGTP-4 could stunt creativity, the use of imagination, and even limit the focus on critical thinking. Since the use of ChatGTP-4 is already a reality in universities around the globe, the findings might open new questions about how to apply ChatGTP-4 into the classroom.
Presenters
Oscar KoopmanSenior Lecturer, Curriculum Studies, Stellenbosch University, Western Cape, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ChatGTP-4, Academics, Pedagogy, Epistemology, Postphenomenology
