Teachers' Trust in AI-Powered Educational Technology and a Professional Development Program to Improve It

Autor/inn/en	Nazaretsky, Tanya; Ariely, Moriah; Cukurova, Mutlu; Alexandron, Giora
Titel	Teachers' Trust in AI-Powered Educational Technology and a Professional Development Program to Improve It
Quelle	In: British Journal of Educational Technology, 53 (2022) 4, S.914-931 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nazaretsky, Tanya) ORCID (Ariely, Moriah) ORCID (Cukurova, Mutlu) ORCID (Alexandron, Giora)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13232
Schlagwörter	Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Trust (Psychology); Artificial Intelligence; Educational Technology; Technology Uses in Education; Computer Attitudes; Faculty Development; Science Teachers; Computer Assisted Testing; Discourse Analysis + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Künstliche Intelligenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Science; Science teacher; Wissenschaft; Diskursanalyse
Abstract	Evidence from various domains underlines the critical role that human factors, and especially trust, play in adopting technology by practitioners. In the case of Artificial Intelligence (AI) powered tools, the issue is even more complex due to practitioners' AI-specific misconceptions, myths and fears (e.g., mass unemployment and privacy violations). In recent years, AI has been incorporated increasingly into K-12 education. However, little research has been conducted on the trust and attitudes of K-12 teachers towards the use and adoption of AI-powered Educational Technology (AI-EdTech). This paper sheds light on teachers' trust in AI-EdTech and presents effective professional development strategies to increase teachers' trust and willingness to apply AI-EdTech in their classrooms. Our experiments with K-12 science teachers were conducted around their interactions with a specific AI-powered assessment tool (termed AI-Grader) using both synthetic and real data. The results indicate that presenting teachers with some explanations of (i) how AI makes decisions, particularly compared to the human experts, and (ii) how AI can complement and give additional strengths to teachers, rather than replacing them, can reduce teachers' concerns and improve their trust in AI-EdTech. The contribution of this research is threefold. First, it emphasizes the importance of increasing teachers' theoretical and practical knowledge about AI in educational settings to gain their trust in AI-EdTech in K-12 education. Second, it presents a teacher professional development program (PDP), as well as the discourse analysis of teachers who completed it. Third, based on the results observed, it presents clear suggestions for future PDPs aiming to improve teachers' trust in AI-EdTech. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01