Evaluating the integration of artificial intelligence tools into lessons: An analysis of teacher approaches from the perspective of the SAMR model

This study aims to reveal the pedagogical transformation potential of generative artificial intelligence technologies in educational environments and examines how teachers integrate these technologies into their lesson plans within the framework of the SAMR model. Conducted based on a qualitative research design, the study analyzed the generative AI-supported lesson plans of seven teachers from different disciplines and conducted semi-structured interviews with the teachers. The data obtained were analyzed using content and descriptive analysis techniques. The research findings show that teachers do not limit themselves to using generative artificial intelligence tools at a basic functional level; they also integrate these technologies into creative applications that transform the teaching structure. It was observed that learning environments were designed in which students became active content producers and were able to produce multi-layered outputs such as collaborative presentations and creative problem solving. In this regard, the research reveals that generative artificial intelligence has the potential to trigger a paradigm shift in teaching, going beyond being a technical tool. The findings highlight the need to strengthen teachers' digital pedagogical competencies and the necessity of developing systematic support mechanisms for the effective integration of generative artificial intelligence.