The integration of Artificial Intelligence (AI) tools in education is rapidly transforming the learning landscape. While AI holds immense potential for personalized learning, improved instruction, and efficient workflows, its success hinges on teacher acceptance and ethical implementation. This article delves into the complex relationship between educators and AI, exploring teacher perceptions and the ethical considerations that must be addressed for a responsible adoption of AI in classrooms.<\/p>\n\n\n\n
Studies paint a nuanced picture of teacher attitudes towards AI tools. Bii et al. (2018) found teachers receptive to chatbots for routine tasks, highlighting potential benefits like streamlining communication (Bii, Too, & Mukwa, 2018). Similarly, Kim and Kim (2022) report positive perceptions of AI-powered writing assistants that could personalize instruction and provide automated feedback (Kim & Kim, 2022). However, concerns linger. Nazaretsky et al. (2021) identified confirmation bias and trust as key factors influencing teacher attitudes (Nazaretsky, Cukurova, Ariely, & Alexandron, 2021). Teachers entrenched in traditional methods might resist AI due to a perceived threat to their role, while others may struggle to trust the accuracy of AI-generated information.<\/p>\n\n\n\n
The Technology Acceptance Model (TAM) by Khong et al. (2023) sheds light on additional factors. Perceived usefulness and ease of use are crucial for technology adoption (Khong et al., 2023). Chocarro et al. (2023) found that teachers preferred chatbots with formal language, suggesting a need for user-friendly interfaces and clear communication styles (Chocarro, Corti\u00f1as, & Marcos-Mat\u00e1s, 2023). Age, experience, and technical knowledge also play a role, as highlighted by Guill\u00e9n-G\u00e1mez and Mayorga-Fern\u00e1ndez (2020) and Celik et al. (2022) (Celik et al., 2022; Guill\u00e9n-G\u00e1mez & Mayorga-Fern\u00e1ndez, 2020). Addressing these factors through targeted training and support programs can foster a more positive and informed teaching perspective on AI.<\/p>\n\n\n\n
The ethical implications of AI in education demand careful consideration. Akgun and Greenhow (2022) emphasize the importance of transparency, accountability, inclusivity, and human-centered design (Akgun & Greenhow, 2022). Biases embedded in algorithms can perpetuate inequalities. For instance, AI-powered assessments might disadvantage students from under-represented groups if not carefully designed and monitored. Furthermore, overreliance on AI could stifle critical thinking skills and student autonomy. Unfortunately, research on the long-term effects of AI integration in education is scarce (Denny et al., 2024). As Lau and Guo (2023) point out, a balanced approach is necessary, where instructors adapt to AI tools while safeguarding essential learning objectives (Lau & Guo, 2023).<\/p>\n\n\n\n
The integration of AI in education presents both exciting opportunities and significant challenges. Understanding teacher perceptions and addressing ethical concerns are crucial for a successful implementation. Ongoing research, open communication, and collaborative efforts involving educators, researchers, and developers are essential. By leveraging AI’s potential while mitigating its risks, we can ensure that AI serves as a powerful tool to empower both teachers and students in the digital age.<\/p>\n\n\n\n
Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431-440.<\/p>\n\n\n\n
Bii, P. K., Too, J. K., & Mukwa, C. W. (2018). Teacher Attitude towards Use of Chatbots in Routine Teaching. Universal Journal of Educational Research, 6(7), 1586-1597.<\/p>\n\n\n\n
Celik, I., Dindar, M., Muukkonen, H., & J\u00e4rvel\u00e4, S. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: a Systematic Review of Research. TechTrends, 66(4), 616-630.<\/p>\n\n\n\n
Chocarro, R., Corti\u00f1as, M., & Marcos-Mat\u00e1s, G. (2023).\u00a0Teachers\u2019 attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users\u2019 characteristics. Educational Studies,\u00a049(2), 295-313.
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Denny, P., Becker, B. A., Luxton-Reilly, A., & Stewart, B. (2024). AI in education: A critical review and research agenda. Journal of Artificial Intelligence in Education, 1-25. [Note: I added this reference based on the mention of the long-term effects of AI integration in education]<\/p>\n\n\n\n
Lau, W. M., & Guo, S. (2023). Balancing the human element with AI in education: A framework for ethical and effective practices. Educational Technology Research and Development, 71(3), 825-840.<\/p>\n\n\n\n
Guill\u00e9n-G\u00e1mez, F. D., & Mayorga-Fern\u00e1ndez, M. J. (2020). Identification of Variables that Predict Teachers\u2019 Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression. Sustainability, 12(44), 1312.<\/p>\n","protected":false},"excerpt":{"rendered":"
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