scholarly journals An Instrument for Measuring Teachers’ Trust in AI-Based Educational Technology

2021 ◽  
Author(s):  
Tanya Nazaretsky ◽  
Mutlu Cukurova ◽  
Giora Alexandron
Keyword(s):  
Artificial Intelligence ◽  
Educational Technology ◽  
Adoption Of Technology ◽  
Factors Influencing ◽  
New Instrument ◽  
Willingness To Adopt ◽  
Teacher Professional ◽  
Teachers Attitudes ◽  
K 12

Evidence from various domains underlines the key role that human factors, and especially, trust, play in the adoption of technology by practitioners. In the case of Artificial Intelligence (AI) driven learning analytics tools, the issue is even more complex due to practitioners’ AI-specific misconceptions, myths, and fears (i.e., mass unemployment and ethical concerns). In recent years, artificial intelligence has been introduced increasingly into K-12 education. However, little research has been conducted on the trust and attitudes of K-12 teachers regarding the use and adoption of AI-based Educational Technology (EdTech). The present study introduces a new instrument to measure teachers' trust in AI-based EdTech, provides evidence of its internal structure validity, and uses it to portray secondary-level school teachers' attitudes toward AI. First, we explain the instrument items creation process based on our preliminary research and review of existing tools in other domains. Second, using Exploratory Factor Analysis we analyze the results from 132 teachers’ input. The results reveal eight factors influencing teachers’ trust in adopting AI-based EdTech: Perceived Benefits of AI-based EdTech, AI-based EdTech's Lack of Human Characteristics, AI-based EdTech's Perceived Lack of Transparency, Anxieties Related to Using AI-based EdTech, Self-efficacy in Using AI-based EdTech, Required Shift in Pedagogy to Adopt AI-based EdTech, Preferred Means to Increase Trust in AI-based EdTech, and AI-based EdTech vs Human Advice/Recommendation. Finally, we use the instrument to discuss 132 high-school Biology teachers' responses to the survey items and to what extent they align with the findings from the literature in relevant domains.The contribution of this research is twofold. First, it introduces a reliable instrument to investigate the role of teachers’ trust in AI-based EdTech and the factors influencing it. Second, the findings from the teachers’ survey can guide creators of teacher professional development courses and policymakers on improving teachers’ trust in, and in turn their willingness to adopt, AI-based EdTech in K-12 education.

Creativity, Digitality, and Teacher Professional Development

2015 ◽  
pp. 691-722 ◽  
Author(s):  
Punya Mishra ◽  
Danah Henriksen ◽  
Rohit Mehta
Keyword(s):  
Educational Technology ◽  
Research And Practice ◽  
Transformational Teaching ◽  
Meta Level ◽  
Big Picture ◽  
Teacher Professional ◽  
Theory Research ◽  
Future Work ◽  
Education Courses

This article describes the development of a trans-disciplinary framework for creative teaching using technology. In recent years, the authors of this paper (and collaborators) have sought to better understand the role of creativity in educational technology. Our approach seeks to inform theory, research, and practice. In this piece we step back to provide a big-picture view of the process of developing a theoretical framework for creative, transformational teaching with digital technology. We describe the development of our ideas over time, through research projects focused on highly creative teachers and their practices. We describe how we have applied these ideas in teacher education courses devoted to creativity and technology, and developed rubrics for evaluating creative products. At a meta-level we aim to provide a rich example of the reciprocal nature of theory, research, and practice in educational technology. Through this we hope to provide one example of how such a theory/research/practice development process works, with the goal of informing future work of this type.

Artificial Intelligence in Education

2021 ◽  
pp. 256-277
Author(s):  
Rashmi Khazanchi ◽  
Pankaj Khazanchi
Keyword(s):  
Artificial Intelligence ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Tutoring Systems ◽  
Artificial Intelligence In Education ◽  
K 12 ◽  
Insight Into

Current educational developments in theories and practices advocate a more personalized, student-centered approach to teach 21st-century skills. However, the existing pedagogical practices cannot provide optimal student engagement as they follow a ‘one size fits all' approach. How can we provide high-quality adaptive instructions at a personalized level? Intelligent tutoring systems with embedded artificial intelligence can assist both students and teachers in providing personalized support. This chapter highlights the role of artificial intelligence in the development of intelligent tutoring systems and how these are providing personalized instructions to students with and without disabilities. This chapter gives insight into the challenges and barriers posed by the integration of intelligent tutoring systems in K-12 classrooms.

Creativity, Digitality, and Teacher Professional Development

TPACK ◽  
2019 ◽  
pp. 123-154
Author(s):  
Punya Mishra ◽  
Danah Henriksen ◽  
Rohit Mehta
Keyword(s):  
Educational Technology ◽  
Research And Practice ◽  
Transformational Teaching ◽  
Meta Level ◽  
Big Picture ◽  
Teacher Professional ◽  
Theory Research ◽  
Future Work ◽  
Education Courses

This article describes the development of a trans-disciplinary framework for creative teaching using technology. In recent years, the authors of this paper (and collaborators) have sought to better understand the role of creativity in educational technology. Our approach seeks to inform theory, research, and practice. In this piece we step back to provide a big-picture view of the process of developing a theoretical framework for creative, transformational teaching with digital technology. We describe the development of our ideas over time, through research projects focused on highly creative teachers and their practices. We describe how we have applied these ideas in teacher education courses devoted to creativity and technology, and developed rubrics for evaluating creative products. At a meta-level we aim to provide a rich example of the reciprocal nature of theory, research, and practice in educational technology. Through this we hope to provide one example of how such a theory/research/practice development process works, with the goal of informing future work of this type.

scholarly journals Equity and Technology Use in Education

2020 ◽  
Vol 7 (7) ◽  
pp. 512-519
Author(s):  
Abdullah Masmali
Keyword(s):  
Educational Technology ◽  
Technology Use ◽  
Shared Responsibility ◽  
Traditional Learning ◽  
Digital Learning ◽  
Adoption Of Technology ◽  
Assessment And Evaluation ◽  
School Settings ◽  
Use Of Technology ◽  
K 12

With the rapid adoption of technology in the education sector, a paradigm shift from traditional learning methods to digital learning has been experienced. This article focuses on the importance of ensuring equity in the use of technology among learners, as it relates to their right to access educational technology. While the issue of digital transformation in education is a shared responsibility among educators, this article discusses it from a comprehensive perspective. Supposedly, equity in educational technology access is an issue addressed by researchers in different school settings, including researchers in science in K-12 settings. This article describes how assessment and evaluation could make a difference among learners when it comes to enhancing their capacity to access and use technology in learning. The article concludes with some recommendations for educational technology policymakers to ensure that all students have the same opportunity in accessing educational technology in a bid to avoid a digital divide among learners.

Preparing In-Service Teachers to Work With Linguistically and Culturally Diverse Youth

2019 ◽  
pp. 361-377 ◽  
Author(s):  
Lourdes Cardozo-Gaibisso ◽  
Ruth Harman
Keyword(s):  
Science Teachers ◽  
Professional Learning ◽  
Culturally Responsive ◽  
Teacher Professional Learning ◽  
Multilingual Students ◽  
Construction Of Knowledge ◽  
Systemic Functional Linguistic ◽  
Teacher Professional ◽  
K 12

Teacher professional learning (TPL) can function as a powerful resource in supporting culturally sustaining educational practices for multicultural and multilingual students. However, as this chapter discusses through a detailed description of the literature, the design of current TPL initiatives often leads to a perpetuation of top down discourses about the role of teachers and bilingual learners in K-12 contexts. To speak to these challenges, the chapter provides readers with a detailed account of a bilingual National Science Foundation (NSF)-funded model of professional learning that could serve as an alternative culturally sustaining model for TPL. Specifically, the goal of the NSF initiative was to position in-service ESOL and science teachers of English as agentive and culturally responsive in their work. The systemic functional linguistic paradigm that undergirded the initiative placed emphasis on incorporating students' linguistic and experiential repertories in co construction of knowledge. This chapter concludes with recommendations for the field.

scholarly journals Confirmation bias and trust: Human factors that influence teachers' attitudes towards AI-based educational technology

2021 ◽  
Author(s):  
Tanya Nazaretsky ◽  
Mutlu Cukurova ◽  
Moriah Ariely ◽  
Giora Alexandron
Keyword(s):  
Educational Technology ◽  
Human Factors ◽  
Science Teachers ◽  
Confirmation Bias ◽  
Previous Knowledge ◽  
Absolute Truth ◽  
Teachers Attitudes ◽  
K 12

Evidence from various domains underlines the key role that human factors, and especially, trust, play in the adoption of AI-based technology by professionals. As AI-based educational technology is increasingly entering K-12 education, it is expected that issues of trust would influence the acceptance of such technology by educators as well, but little is known about this matter. In this work, we bring the opinions and attitudes of science teachers that interacted with several types of AI-based technology for K-12. Among other things, our findings indicate that teachers are reluctant to accept AI-based recommendations when it contradicts their previous knowledge about their students and that they expect AI to be absolutely correct even in situations that absolute truth may not exist (e.g., grading open-ended questions). The purpose of this paper is to provide initial findings and start mapping the terrain of this aspect of teacher-AI interaction, which is critical for the wide and effective deployment of AIED technologies in K-12 education.

scholarly journals Study of the Role of New Technologies in Pharmaceutical Industry

2019 ◽  
pp. 1-11
Author(s):  
Zaffar Ahmed Shaikh ◽  
Anwar Ali Sathio ◽  
Asif Ali Laghari ◽  
Mashooq Ahmed Memon ◽  
Ibrar Hussain Mirani
Keyword(s):  
Artificial Intelligence ◽  
Pharmaceutical Industry ◽  
New Technologies ◽  
Care Services ◽  
Technical Requirements ◽  
Willingness To Adopt ◽  
Training Courses ◽  
The Impact ◽  
Positive Effect

The objective of this study was to assess the importance and impact of new technologies in the pharmaceutical industry. The study also explores strategic visions for the development of technical requirements, the recognition of IT inventions that support patient care services and the assessment of pharmacists’ willingness to adopt inventions. The assumptions were therefore to assess the impact, positive or negative, of the use of new technologies on the pharmaceutical industry. Two kinds of respondents took part in collecting primary and secondary datasets. Thus, 100 participants were selected for questionnaire and 15 for interview-based data input. Pharmacy students, teachers/researchers, and employees of the pharmaceutical companies were included. The study concludes that new technologies have had a positive effect on the growth of the pharmaceutical industry. About the future, it is concluded that new technologies will give the pharmaceutical industry more advantages in expanding their businesses in their chosen fields. On the other hand, it is also concluded that some of the respondents are not satisfied with some technologies used. The study recommends that pharmacists organize training courses to educate employees on new technologies. It also suggests that Artificial Intelligence should be implemented in the pharmaceutical sector, which may not reduce the employment of individuals because this will lead to a considerable loss of Artificial Intelligence errors.

Management of Economics and State "Bottom"

2020 ◽  
Vol 17 (6) ◽  
pp. 76-91
Author(s):  
E. D. Solozhentsev
Keyword(s):  
Quality Of Life ◽  
Artificial Intelligence ◽  
Probabilistic Models ◽  
Human Life ◽  
Special Software ◽  
Human Quality ◽  
Relationship Of ◽  
The Relationship

The scientific problem of economics “Managing the quality of human life” is formulated on the basis of artificial intelligence, algebra of logic and logical-probabilistic calculus. Managing the quality of human life is represented by managing the processes of his treatment, training and decision making. Events in these processes and the corresponding logical variables relate to the behavior of a person, other persons and infrastructure. The processes of the quality of human life are modeled, analyzed and managed with the participation of the person himself. Scenarios and structural, logical and probabilistic models of managing the quality of human life are given. Special software for quality management is described. The relationship of human quality of life and the digital economy is examined. We consider the role of public opinion in the management of the “bottom” based on the synthesis of many studies on the management of the economics and the state. The bottom management is also feedback from the top management.

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