Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Despite the growing body of research on developing K-12 teachers' generative AI (GenAI) knowledge and skills, its integration into daily teaching practices remains underexplored. Using a snowball sampling method, this study examined the preparedness, practices, and barriers encountered by 89 U.S. teachers in the state of Idaho. Participants were predominantly White, female teachers serving in rural schools. A mixed-methods analysis of survey responses revealed that teachers were generally underprepared for integrating GenAI, with fewer than half incorporating it into their educational practices. Unlike the widespread classroom integration patterns observed with general educational...

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial

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This study investigates the integration of Generative AI (GenAI) tools into educational practices, specifically focusing on the design of Inquiry-Based Learning (IBL) lesson plans. Based on a particular IBL framework that synthesizes the core attributes of IBL by combining the strengths of various models, the study explores educators' potential utilization of GenAI tools across the framework's phases. Among other capabilities, GenAI tools were examined for their support in content creation, assessment and feedback processes, as well as in the design of learning activities and lesson plans. This examination informed the classification of GenAI tools in this study, organizing them according...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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While artificial intelligence (AI) education is expanding globally, the implementation of AI ethics education in K-12 AI curricula remains a critical challenge, particularly in top-down curriculum reform contexts like China. This study investigates the factors influencing secondary information technology (IT) teachers' intention to teach AI ethics, grounding in Theory of Planned Behaviour (TPB). Through semi-structured interviews with 14 in-service teachers in China's Greater Bay Area (GBA), we identified key behavioural beliefs (e.g., fostering critical thinking, navigating rapid technological change, and adapting western-centric ethics), normative beliefs (e.g., new curriculum policy,...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The rapid proliferation of artificial intelligence tools in educational settings has created an urgent demand for AI literacy among secondary educators, yet empirical research examining this phenomenon in non-Western and crisis-affected contexts remains limited. This multi-study investigation employs a sequential explanatory mixed-methods design to examine AI literacy among Ukrainian secondary educators through national survey analysis ( n = 2018), targeted educator surveys ( n = 116), professional development evaluation ( n = 1130), and systematic mapping of European Open Science Cloud (EOSC) services. Findings reveal that while 84% of surveyed educators report AI use in professional...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Artificial Intelligence (AI) has rapidly emerged as a transformative force across diverse sectors worldwide, with policy initiatives signalling its rising prominence. In the realm of education, AI holds promise for revolutionising learning and teaching. However, the incorporation of AI in basic education faces significant challenges for many schools, particularly when explicit curriculum guidelines are absent, and teachers have limited exposure to AI technologies. This study delves into the importance of integrating Artificial Intelligence in Education (AIED), particularly in primary and secondary school settings, with a specific emphasis on the obstacles and facilitators. The research...

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Tipo: artículo

Metodología: trabajo teórico

Temas: diseño curricular

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Leído con una perspectiva histórica, el artículo de Nuñez Paris sobre los aportes de la Teoría del Currículo a la enseñanza de lenguas extranjeras puede considerarse una invitación a los profesores de español/LE a conocer este marco teórico, con el objeto de aplicarlo en su tarea de gestores de la enseñanza que imparten con el propósito de guiar y facilitar el proceso de aprendizaje de la lengua nueva a sus alumnos.

From a historical perspective, the Nuñez Paris's article about the contributions of the Theory of the Curriculum to the teaching of foreign languages ​​can be considered a invitation to Spanish teachers/LE to be informed about this theoretical framework, with the aim of...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study explores the holistic integration of artificial intelligence (AI) in English as a Foreign Language (EFL) education, addressing significant gaps in empirical research on AI and EFL. Drawing on existing literature on the ecological views of AI in education, the study conceptualizes holistic integration as a balanced interaction among teachers, students, and AI technologies, enhancing rather than replacing traditional human interactions in pedagogy through mediating teacher-student interactions. The research utilized a mixed-method approach to investigate AI's impact on EFL students' proficiency and perceptions in teacher-led classrooms. 66 Participants from an eastern Chinese city...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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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

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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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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study investigates how teachers perceive, manage, and reflect on the cognitive implications of integrating Generative Artificial Intelligence (GenAI) into their professional practice with a focus on the evolving interplay between human judgment and automation. Using a collective case-study design, we conducted interviews with 18 in-service teachers selected from mainland Chinese and Hong Kong educational settings. We employed the cognitive offloading framework to guide data collection and thematic coding, aiming to capture teachers’ reasoning within AI-supported teaching and administration. Results revealed three interrelated processes: recognising and evaluating the need of using...

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