Interactive Technology and Smart Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Июль 26, 2024
Purpose
This
study
aims
investigate
in-service
teachers’
perspectives
on
the
integration
of
ChatGPT,
an
artificial
intelligence
(AI)-driven
chatbot,
into
United
Arab
Emirates
(UAE)
private
schools.
As
UAE
progresses
towards
a
knowledge-based
economy,
aligning
with
goals
2030
vision,
this
research
assesses
capacity
ChatGPT
to
enhance
educational
experience
within
framework
technological
pedagogical
content
knowledge.
Design/methodology/approach
A
mixed-methods
approach
is
used,
combining
survey
assessing
attitudes
and
thematic
analysis
open-ended
responses,
explore
effectiveness,
challenges
implications
ChatGPT’s
use
in
classroom.
Findings
reveal
that
teachers
value
for
its
potential
individualize
learning
streamline
creation
materials,
shift
student-centred
approaches
demands
21st-century
skills.
However,
significant
are
noted,
including
ethical
concerns,
need
reliable
necessity
extensive
professional
development
fully
realize
benefits.
Practical
While
transforms
teaching
practices,
realizing
requires
addressing
critical
issues
through
adaptive
policy-making,
continuous
educator
training
thoughtful
curriculum.
Originality/value
The
highlights
importance
collaborative
dealing
details
AI
education,
ensuring
advancements
like
align
evolving
paradigms
UAE.
Computers and Education Artificial Intelligence,
Год журнала:
2023,
Номер
4, С. 100137 - 100137
Опубликована: Янв. 1, 2023
Although
the
importance
of
K–12
artificial
intelligence
(AI)
education
grows,
lack
teacher
readiness
hinders
integration
AI
in
schools.
To
address
this
issue,
study
aimed
to
explore
South
Korean
elementary
school
teachers'
experiences
teaching
curricula
and
examine
their
competencies.
A
survey
interviews
were
conducted
with
67
teachers
who
have
been
working
AI-leading
schools
Korea.
The
results
indicated
that
least
confident
content
knowledge,
followed
by
technological
knowledge
pedagogical
relevant
AI.
Additionally,
13
revealed
five
themes
regarding
education:
(1)
emphasizing
instructional
design
education;
(2)
redesigning
learning
environment
promote
experiences;
(3)
lowering
anxiety
acknowledging
limitations
knowledge;
(4)
extending
based
on
computer
science
(CS)
principles;
(5)
acquiring
literacy
codes,
data,
technologies,
ethical
issues.
Based
findings,
22
competencies
for
derived
categorized
(TPACK)
framework.
provide
a
practical
framework
acquire
necessary
skills
education.
contributes
understanding
practices
Korea
revealing
teachers’
perspectives
identifying
essential
practicing
British Journal of Educational Technology,
Год журнала:
2023,
Номер
55(3), С. 1082 - 1104
Опубликована: Дек. 13, 2023
Artificial
intelligence
(AI)
literacy
is
at
the
top
of
agenda
for
education
today
in
developing
learners'
AI
knowledge,
skills,
attitudes
and
values
21st
century.
However,
there
are
few
validated
research
instruments
educators
to
examine
how
secondary
students
develop
perceive
their
learning
outcomes.
After
reviewing
literature
on
questionnaires,
we
categorized
identified
competencies
four
dimensions:
(1)
affective
(intrinsic
motivation
self‐efficacy/confidence),
(2)
behavioural
(behavioural
commitment
collaboration),
(3)
cognitive
(know
understand;
apply,
evaluate
create)
(4)
ethical
learning.
Then,
a
32‐item
self‐reported
questionnaire
(AILQ)
was
developed
measure
students'
development
dimensions.
The
design
validation
AILQ
were
examined
through
theoretical
review,
expert
judgement,
interview,
pilot
study
first‐
second‐order
confirmatory
factor
analysis.
This
article
reports
findings
using
preliminary
version
among
363
school
Hong
Kong
analyse
psychometric
properties
instrument.
Results
indicated
four‐factor
structure
revealed
good
reliability
validity.
recommended
as
reliable
measurement
scale
assessing
foster
inform
better
instructional
based
proposed
affective,
behavioural,
(ABCE)
framework.
Practitioner
notes
What
already
known
about
this
topic
has
drawn
increasing
attention
recent
years
been
an
important
digital
literacy.
Schools
universities
around
world
started
incorporate
into
curriculum
young
Some
studies
have
worked
suitable
tools,
especially
outcomes
programmes.
paper
adds
Develops
terms
Proposes
parsimonious
model
ABCE
framework
addresses
skill
set
Implications
practice
and/or
policy
Researchers
able
use
guide
Practitioners
assess
development.
Sustainability,
Год журнала:
2024,
Номер
16(3), С. 978 - 978
Опубликована: Янв. 23, 2024
The
profound
impact
of
artificial
intelligence
(AI)
on
the
modes
teaching
and
learning
necessitates
a
reexamination
interrelationships
among
technology,
pedagogy,
subject
matter.
Given
this
context,
we
endeavor
to
construct
framework
for
integrating
Technological
Pedagogical
Content
Knowledge
Artificial
Intelligence
Technology
(Artificial
Intelligence—Technological
Knowledge,
AI-TPACK)
aimed
at
elucidating
complex
interrelations
synergistic
effects
AI
pedagogical
methods,
subject-specific
content
in
field
education.
AI-TPACK
comprises
seven
components:
(PK),
(CK),
AI-Technological
(AI-TK),
(PCK),
(AI-TCK),
(AI-TPK),
itself.
We
developed
an
effective
structural
equation
modeling
(SEM)
approach
explore
relationships
teachers’
knowledge
elements
through
utilization
exploratory
factor
analysis
(EFA)
confirmatory
(CFA).
result
showed
that
six
all
serve
as
predictive
factors
variables.
However,
different
varying
levels
explanatory
power
relation
AI-TPACK.
influence
core
(PK,
CK,
AI-TK)
is
indirect,
mediated
by
composite
(PCK,
AI-TCK,
AI-TPK),
each
playing
unique
roles.
Non-technical
have
significantly
lower
teachers
compared
related
technology.
Notably,
(C)
diminishes
PCK
AI-TCK.
This
study
investigates
within
its
constituent
elements.
serves
comprehensive
guide
large-scale
assessment
AI-TPACK,
nuanced
comprehension
interplay
contributes
deeper
understanding
generative
mechanisms
underlying
Such
insights
bear
significant
implications
sustainable
development
era
intelligence.
Computers and Education Open,
Год журнала:
2024,
Номер
6, С. 100178 - 100178
Опубликована: Апрель 10, 2024
Integrating
artificial
intelligence
(AI)
into
teaching
practices
is
increasingly
vital
for
preparing
students
a
technology-centric
future.
This
study
examined
the
influence
of
case-based
AI
professional
development
(PD)
program
on
integration
strategies
and
literacy
among
seven
middle
school
science
teachers.
Employing
three
distinct
case
problems,
from
well-structured
to
ill-structured,
PD
aimed
stimulate
teachers'
reflection
encourage
construction
problem-solving
within
various
pedagogical
contexts.
Analysis
video-recorded
discussions
revealed
that
teachers
primarily
drew
personal
experiences
collaborative
across
cases.
However,
complexity
problems
influenced
their
approach
knowledge
co-construction,
dealing
with
ill-structured
promoted
application
new
knowledge.
Through
analyzing
survey
data,
we
found
marked
increase
in
literacy,
particularly
domain
knowing
understanding
AI,
suggesting
pivotal
role
direct
instruction
supports
growth.
this
was
limited
during
discussions,
while
other
domains
teacher
were
more
frequently
employed.
The
findings
highlight
importance
combining
AI-related
programs
bolster
effectively.
research
has
implications
using
learning
short-term
initiatives
advocates
ongoing
need
comprehensive
facilitate
subject-specific
teaching.
Education and Information Technologies,
Год журнала:
2024,
Номер
29(15), С. 19505 - 19536
Опубликована: Март 20, 2024
Abstract
Artificial
intelligence
(AI)
education
is
increasingly
being
recognized
as
essential
at
the
K–12
level.
For
better
understanding
teachers’
preparedness
for
AI
and
effectively
developing
relevant
teacher
training
programs,
technological
pedagogical
content
knowledge
(TPACK)
readiness
attitudes
toward
teaching
must
be
determined.
However,
limited
research
has
been
conducted
on
this
topic.
To
address
gap,
we
recruited
1,664
teachers
to
obtain
a
comprehensive
view
of
in
classrooms.
These
differed
terms
their
gender,
subject,
grade,
experience,
experience
AI.
The
findings
study
indicated
that
substantial
gap
exists
AI-related
teachers.
Moreover,
intriguing
relationships
were
found
between
knowledge,
effects
demographic
factors
TPACK
also
examined.
On
basis
study,
recommendations
formulated
effective
professional
development
programs
field
education.
Computers and Education Artificial Intelligence,
Год журнала:
2024,
Номер
6, С. 100212 - 100212
Опубликована: Фев. 28, 2024
As
artificial
intelligence
(AI)
becomes
more
prominent
in
children's
lives,
an
increasing
number
of
researchers
and
practitioners
underscored
the
importance
integrating
AI
as
learning
content
K-12.
Despite
recent
efforts
developing
curricula
guiding
frameworks
education,
educational
opportunities
often
do
not
provide
equally
engaging
inclusive
experiences
for
all
learners.
To
promote
equality
equity
society
increase
competitiveness
workforce,
it
is
essential
to
broaden
participation
education.
However,
framework
that
guides
teachers
designers
into
design
tailored
education
lacking.
Universal
Design
Learning
(UDL)
provides
guidelines
making
across
disciplines.
Based
on
principles
UDL,
this
paper
proposes
a
guide
learning.
We
conducted
systematic
literature
review
identify
design-related
articles
synthesized
them
our
proposed
framework.
Our
new
includes
core
component
(i.e.,
five
big
ideas),
anchored
by
three
UDL
(the
"why,"
"what,"
"how"
learning),
six
praxes
with
pedagogical
examples
Alongside
this,
we
present
illustrative
example
application
context
middle
school
summer
camp.
hope
will
designing
experiences.
International Journal of Interactive Mobile Technologies (iJIM),
Год журнала:
2024,
Номер
18(02), С. 4 - 15
Опубликована: Янв. 25, 2024
The
rapid
increase
in
new
challenges
of
the
combination
Internet
Things
(IoT)
and
artificial
intelligence
(AI),
which
are
emerging
technologies,
can
play
a
compelling
role
prompting
development
(AIoT).
Therefore,
demand
for
AI
competencies
everyone
will
increase.
Educational
institutes
focus
on
encouraging
education
because
AI-literate
workers
industrial
sector.
However,
teachers’
lack
knowledge
is
significant
barrier
to
education.
Thus,
developing
teacher’s
educating
them
about
how
use
teach
students
critical.
In
this
study,
we
proposed
things
professional
(AIoT-PD)
training
prepare
teachers
ready
teach.
A
quasi-experimental
design
with
two-day
workshop
was
conducted
among
13
examine
its
impact
competencies,
including
knowledge,
skill,
attitude.
quantitative
data
were
collected
via
pretest
posttest
after
activity,
while
qualitative
interviews.
This
study
showed
that
significantly
improved.
These
findings
revealed
AIoT
workshop’s
effectiveness
enhancing
help
effectively
