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 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.

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

scholarly journals Evaluation of Methodology: Qualitative Studies about Mobile Technology Implementation in Education

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Tsoghik Grigoryan
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Mobile Technology ◽  
Technology Implementation ◽  
Qualitative Studies ◽  
Technology In Teaching ◽  
Language Classroom ◽  
Pros And Cons ◽  
Teachers Attitudes ◽  
Over Time

The description and understanding of the learning has changed significantly over time and is still in its transformational modern stage, which necessitates exploration and investigation of the pros and cons of innovative changes in the field of education. Some teachers resist those changes and do not feel comfortable teaching through or with mobile technology as they do not want to look incompetent when they are unable to troubleshoot. The purpose of this paper is to evaluate the methodology of qualitative studies conducted on the integration of mobile technology in language classroom and teachers’ attitudes towards using technology in teaching. The paper aims at examining 15 studies published in educational journals between 2006 and 2016. The articles discuss two aspects of educational technology: mobile technology integration in education and teachers’ attitudes and professional development for implementing technology in language classroom.

scholarly journals Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools

2015 ◽  
Vol 3 (1) ◽  
pp. 187 ◽  
Author(s):  
Mohammed Yousef Mai
Keyword(s):  
Science Teachers ◽  
Mobile Learning ◽  
Communication Technology ◽  
Learning Technologies ◽  
University Education ◽  
Data Collection Tool ◽  
Positive Attitudes ◽  
Information And Communication ◽  
Teachers Attitudes ◽  
Reliable Scale

The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Questionnaire-IAQ” (Kubiatko - Haláková, 2009; Mehra - Far, 2013) was used as a data collection tool. The results indicate that; science teachers have positive attitudes toward using ICT and mobile learning in education. On the other hand, science teachers' attitudes towards mobile learning was predicted by their perception about ICT and their self-efficacy.

scholarly journals Evaluation of Engineering Problem-framing Professional Development for K-12 Science Teachers

2020 ◽  
Author(s):  
Meg West ◽  
J. Hylton ◽  
Patrick Herak ◽  
Bruce Wellman ◽  
Todd France
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Engineering Problem ◽  
Problem Framing ◽  
K 12

scholarly journals Should K-12 Teachers Develop Learning Objects?

10.28945/3134 ◽  
2007 ◽  
Author(s):  
Yavuz Akpinar ◽  
Huseyin Simsek
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Computer Literacy ◽  
Statistical Tests ◽  
Learning Objects ◽  
Learning Theories ◽  
Instructional Designers ◽  
Literacy Class ◽  
Teaching Learning ◽  
K 12

The emergence of learning objects for teachers as a focus of educational concentration is relatively new and much of the discussion has not been based on the actual development of objects, but different definitions, learning theories, properties and standards or decorative packages of learning objects (LOs). Also, in many teacher education programs, prospective teachers take a computer literacy class separate from content methods classes and rarely engage in producing authentic teaching/learning experiences. This research goes somewhat to address prospective K-12 teachers’ development of learning objects. In this study, a group of prospective K-12 science teachers’ learning objects were examined, evaluated and compared with LOs developed by instructional designers (IDs). A total of forty learning objects were closely investigated and effectiveness of eight of them was tried out with 180 target students in classrooms. Detailed analysis of the LOs demonstrated that while both the preservicers and the IDs use similar number of instructional elements in their LOs, the IDs seem to represent concepts and procedures with screen objects other than the text and used the text for supporting graphical objects. Both groups developed LOs similar in quality measured with the LORI 1.5. Statistical tests on the data obtained from classroom usage of the LOs showed marked improvements in the students’ learning.

Sign in / Sign up

Export Citation Format

Share Document