Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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The emergence of artificial intelligence (AI) as a subject to be incorporated into K-12 educational levels places new demand on relevant stakeholders, especially teachers that drive the teaching and learning process. It is therefore important to understand how ready teachers are to teach the emerging subject as the success of AI education would probably be closely dependent on the readiness of teachers. As a result, this study presents an insight into factors influencing the behavioural intention and readiness of Nigerian in-service teachers to teach artificial intelligence. A total of 368 teachers, from elementary to high school participated in the study. We utilised quantitative...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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There is a need for teachers who are prepared to teach Artificial Intelligence (AI) across the K-12 learning contexts. Owing to the dearth of teacher education programmes on AI, it is helpful to explore factors to be considered in designing an effective AI programme for future teachers. We posit that understanding how to encourage pre-service teachers to learn AI is thus critical for practitioners and policymakers while designing effective instructional AI teacher education programmes. This exploratory study examined the perceptions of pre-service teachers and their behavioral intention to learn AI, by identifying factors that might affect learning and promoting AI in teacher preparation...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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This study contributes to existing research on how to integrate Artificial intelligence (AI) into school systems globally. This research explores in-service teachers' preparedness for integrating artificial intelligence into schools. We conducted this research within the context of the South African school system with teachers of various specializations, including sciences, social Sciences, mathematics, and languages. Drawing on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we gathered teachers' perspectives through eight variables of technology integration, social influence, AI ethics, attitudes, TPACK, perceived self-efficacy, AI professional development, and...

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