TÉLÉAPPRENTISSAGE EN PHILOLOGIE APRÈS LA PANDEMIE – SERA-T-IL COMME CELUI D’AVANT ?

At the end of the first semester of the 2019/2020 academic year, we conducted an opinion survey of 50 philology students on their willingness to adopt new pedagogical approaches based largely on digital media. We measured the degree of appreciation of different forms of academic work, including lectures, tutorials and seminars, modified by these approaches. After a year of the COVID-19 pandemic, we investigated the potential revision of views on the practical application of the innovations described in 2020. Our research focused on appreciating the usefulness and effectiveness of the teaching methods analyzed during the initial research, judged through the prism of current experiences.

Can Crop Insurance Encourage Farmers to Adopt Environmentally Friendly Agricultural Technology—The Evidence from Shandong Province in China

It is critical to encourage farmers to adopt agriculture technology that is beneficial to the environment in the context of the ongoing emphasis on the ecological growth of agriculture, yet risk and uncertainty diminish the incentive to adopt these technologies. This research examines whether crop insurance might affect and increase willingness to adopt Environmentally Friendly Agricultural Technology (EFAT) from a psychological perspective, utilizing data from 219 questionnaires in Shandong Province. The findings suggest that crop insurance can boost readiness to embrace technology in three ways: motivation, ability, and opportunity; however, the positive effect of motivation on farmers diminishes as capacity increases. Insurance companies must offer products that contain the risk of adopting EFAT as an insurance obligation as soon as feasible to successfully boost willingness to use technologies and collaborate with agricultural technology departments to provide farmers with training as well as disaster avoidance services.

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

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.

‘Maslow before Bloom’: Implementing a caring pedagogy during Covid-19

The speed at which the novel coronavirus, known as Covid-19, spread around the world in early 2020, has been well-documented. Countries closed their borders, cities and regions went into lockdown, schools and businesses closed and hospital geared up for an influx of patients (Cameron, 2020; OECD, 2021; UNESCO, 2020). On March 25, New Zealand went into Level 4 lockdown, the most restrictive of the government’s alert level system. The school holidays, due to start on April 9, were brought forward two weeks to give the Ministry of Education and schools a chance to prepare for school-led home learning. A survey of schools highlighted that only half the schools in the country felt they could deliver learning fully online, with lack of devices and limited Internet connectivity being the major problems (New Zealand Government, 2020). Most schools moved into home learning on April 15 and continued until after May 18, when the country moved down to Level 2. On return, schools needed to alter their approaches to comply with social distancing and hygiene requirements until the country returned to Level 1 in June. In August 2020, Auckland schools closed again and yet again several times in 2021 (Author, 2020; Cameron, 2020; Education Review Office [ERO], 2021; Henrickson, 2020; Ministry of Education, 2020). The arrival of the Delta variant in Auckland communities, in late August 2021, led to further regional lockdowns, some of which are still in place at the time of writing. This article draws on in-depth qualitative interviews with 20 teachers in either late 2020 or mid-2021, as part of a larger study of New Zealand schools’ responses to Covid-19. The article begins with a short synthesis of research literature on teachers’ responses to lockdowns overseas and in New Zealand. The methodology for our study is briefly outlined before describing the ‘caring pedagogy’ theoretical framework that underpins the approach to this article. The findings are presented in a semi-chronological order, from teachers’ preparation, to implementation, to returning to school. The findings are interspersed with ‘found poems’ created from verbatim transcripts to highlight teachers’ voices. The discussion section revisits the concepts in the article’s title, that is, ‘Maslow before Bloom.’ The overall purpose of our article is to portray the tension between teachers’ willingness to adopt a caring pedagogy and the toll that it took on them, personally and professionally.

How good is good enough? Quantifying the impact of benefits, accuracy, and privacy on willingness to adopt COVID-19 decision aids

An increasing number of data-driven decision aids are being developed to provide humans with advice to improve decision-making around important issues such as personal health and criminal justice. For algorithmic systems to support human decision-making effectively, people must be willing to use them. We expand upon prior research by empirically modeling how accuracy and privacy influence intent to adopt algorithmic systems, focusing on an globally-relevant decision context with tangible consequences: the COVID-19 pandemic. We analyze surveys of 4,615 Americans to (1) evaluate the effect of both accuracy and privacy concerns on reported willingness to install COVID-19 apps; (2) examine how different groups of users weigh accuracy relative to privacy; and (3) we empirically develop the first statistical models, to our knowledge, of how the amount of benefit (e.g., error rate) and degree of privacy risk in a data-driven decision aid may influence willingness to adopt.

Choosing Ethics Over Morals: A Possible Determinant to Embracing Artificial Intelligence in Future Urban Mobility

Artificial Intelligence (AI) is becoming integral to human life, and the successful wide-scale uptake of autonomous and automated vehicles (AVs) will depend upon people's willingness to adopt and accept AI-based technology and its choices. A person's state of mind, a fundamental belief evolving out of an individual's character, personal choices, intrinsic motivation, and general way of life forming perceptions about how society should be governed, influences AVs perception. The state of mind includes perceptions about governance of autonomous vehicles' artificial intelligence (AVAI) and thus has an impact on a person's willingness to adopt and use AVs. However, one determinant of whether AVAI should be driven by society's ethics or the driver's morals, a “state of mind” variable, has not been studied. We asked 1,473 student, staff, and employee respondents at a university campus whether they prefer an AVAI learn their owners own personal morals (one's own principles) or adopt societal ethics (codes of conduct provided by an external source). Respondents were almost evenly split between whether AVAI should rely on ethics (45.6%) or morals (54.4%). Personal morals and societal ethics are not necessarily distinct and different. Sometimes both overlap and discrepancies are settled in court. However, with an AVAI these decision algorithms must be preprogrammed and the fundamental difference thus is whether an AI should learn from the individual driver (this is the status quo on how we drive today) or from society incorporating millions of drivers' choices. Both are bounded by law. Regardless, to successfully govern artificial intelligence in cities, policy-makers must thus bridge the deep divide between individuals who choose morals over ethics and vice versa.

Acceptability of Corbel Construction for Housing Development in Ogbomoso, Southwest, Nigeria

This study assesses the knowledge and attitude of people on the use of corbel arch for lintel construction to reduce concreting in housing construction. Ogbomoso was the case study and Ikose community was purposively selected being a fringe area receiving an influx of people from the city. Google earth and ground-truthing were used in capturing one hundred and eighty-nine inhabited houses and questionnaire was the instrument for data collection and was administered to collect information on the socio-economic background of respondents, knowledge of material and willingness to utilise. Descriptive statistics were employed in the presentation of findings; chi-square was used to test the relationship between characteristics of residents and willingness to adopt the material. Analysis showed that 32.5% were 51-60 years; 60.4% were male; while 62.1% of the respondents were married. Also, 38.2% had modern/ secondary/technical/teacher’s grade II certificate, while 38.1% were traders. Only 12.1% of respondents knew the material, 68.5% were willing to utilise based on availability within the environment and ability to mitigate the effect of climate change, while 57.1% will recommend its usage. Gender, educational background, income and access to information are significantly related to willingness to utilise the material (P =0.000). Suggestions were made towards factoring the material into housing policies in Nigeria.