ASSESSING THE IMPACT OF KNEWTON ON DEVELOPING TEACHING EFFECTIVE AND INTERACTIVE LESSONS OF B ED COLLEGE STUDENTS

Abstract

This study explores the use of Knewton, an AI-powered tool, in enhancing teaching and learning outcomes, particularly in B.Ed. programs. The research investigates B.Ed. students' knowledge of AI tools and evaluates Knewton's effectiveness in designing interactive lessons, creating engaging content, and supporting lesson organization. A quantitative approach, using a paper-based survey, was employed, with 100 first-year B.Ed. students participating. The results show that while teachers have a basic understanding of AI tools and are moderately confident in using them, Knewton is perceived as highly effective in improving lesson design, tracking student progress, and organizing content. Teachers found Knewton useful in creating interactive lessons and easily integrating different content types. The study reveals that Knewton not only helps teachers in lesson planning but also enhances student engagement by providing personalized learning experiences. The findings also indicate that teachers feel more confident in their ability to use Knewton after experiencing its benefits. Overall, Knewton is seen as a valuable tool that saves time, improves teaching effectiveness, and contributes to a more personalized and interactive learning environment. This study highlights the potential of AI in transforming educational practices and teacher training.