Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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Generative AI (genAI) tools have involved rapid and broad uptake since their wide release in late 2022, including among teachers. We investigated several factors that play a role in teachers’ motivation and engagement to harness genAI in teaching and learning. We examined contextual factors (in-school support to apply genAI, time pressure, disruptive student behavior) as predictors of motivation (genAI self-efficacy and genAI valuing) and, in turn, engagement (i.e., genAI integration in teaching-related work and student learning activities) over the course of one school term. Among 368 Australian primary and secondary school teachers, our findings revealed that genAI support was associated...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Texto completo

Since their release in late 2022, generative AI (genAI) tools have led to widespread use, including among teachers. The aim of our study is to examine several factors that may be implicated in teachers' motivation and engagement to harness genAI in teaching and learning. We examined contextual (i.e., autonomy-supportive leadership, autonomy-thwarting leadership), occupational experience (i.e., professional growth striving, change-related stress), and background factors (i.e., gender, age, teaching experience, contract length, class size, school level) as predictors of motivation (i.e., genAI valuing) and, in turn, engagement (i.e., integration in teaching-related work and student learning...

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