AI Insight for Teachers' Efficacy, Pedagogy, and Classrooms
Developing and validating an AI-supported teaching applications' self-efficacy scale
With the integration of AI in education, teachers' abilities to utilize technology are enhanced, and students are able to learn more independently. A study was conducted to measure teachers' self-efficacy in AI-supported teaching using a questionnaire. The results showed that the scale is reliable and valid, and can be used to measure teachers' AIS-TASE. The study also found that teachers' AIS-TASE is influenced by their beliefs and perceptions about AI, as well as their experiences with AI in education.
The integration of AI in education has become increasingly important, as evidenced by the inclusion of AI courses in elementary and high school curriculums in Taiwan. AI can perform a variety of functions, including analyzing data, providing real-time feedback, and creating recommended content. Teachers can use AI to create adaptive learning paths and track students' progress, which can help students learn more independently. In addition, educational institutions are offering AI education and training to teachers, so they can be prepared to use AI in the classroom. Three quotes include:
"The integration of AI in education has become increasingly important, as evidenced by the inclusion of AI courses in elementary and high school curriculums in Taiwan."
"AI can perform a variety of functions that can help students learn more independently. Teachers can use AI to create adaptive learning paths and track students' progress, which can help students learn at their own pace and according to their individual needs. AI can also provide real-time feedback to students, which can help them identify areas where they need improvement."
"Educational institutions are offering AI education and training to teachers, so they can be prepared to use AI in the classroom. ‘It is believed that when teachers are engaged in AI-supported teaching, their awareness of their AI-supported teaching ability and their perceptions and beliefs that can affect students’ learning degree also affect teachers’ AI-supported actions.’"
Understanding K–12 teachers' technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education
Understanding K–12 teachers’ technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education is vital, as AI education is increasingly important in K–12 education. Teachers must have the skills and knowledge to teach AI effectively, and this study explores teachers’ TPACK (Technological Pedagogical Content Knowledge) and attitudes toward AI teaching. The researchers surveyed 1,664 K–12 teachers and found that there is a significant gap in teachers’ AI content and technological knowledge. The study also found that teachers’ pedagogical knowledge, content knowledge, and attitudes toward teaching AI are all interrelated, and that teachers’ backgrounds play a role in their TPACK readiness.
The TPACK framework integrates content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), and the intersections of these three types of knowledge. The TPACK framework is widely used for examining teachers’ proficiency in employing digital technologies for educational purposes. Several theoretical models have been proposed for conceptualizing the integration of AI education into the TPACK framework. Three quotes from the article:
"The TPACK framework integrates content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), and the intersections of these three types of knowledge, namely pedagogical CK (PCK), technological PK (TPK), technological CK (TCK), and TPACK."
"The TPACK framework is widely used for examining teachers’ proficiency in employing digital technologies for educational purposes."
"Several theoretical models have been proposed for conceptualizing the integration of AI education into the TPACK framework."
Augmented teachers: K–12 teachers' needs for artificial intelligence's complementary role in personalized learning
Recent advances in artificial intelligence (AI) have led to the development of generative AI models and intelligent tutoring systems, which can provide customized educational materials and real-time analysis of students’ learning processes, facilitating personalized learning and enhancing educational outcomes. However, the introduction of AI in education has also raised concerns among teachers, who worry about AI providing incorrect information and impeding students’ self-directed learning. To address these concerns and facilitate the effective integration of AI into education, further research is needed to explore how AI can be designed to assist teachers and promote human-AI complementarity in the classroom.
The second half of the article discusses the need for further research on how AI can be designed to assist teachers. Researchers have proposed the concept of human-AI complementarity, in which AI systems work alongside human teachers rather than replacing them. This approach has the potential to improve educational outcomes by leveraging the strengths of both humans and AI. However, more research is needed to determine the specific roles that AI should play in the classroom and how to best integrate AI into teaching practices. Here are three important quotes:
"To facilitate the effective integration of AI systems into the educational landscape, further research is needed to explore how AI can support teachers’ existing classroom practices” (Alfoudari et al., 2021).
“Holstein and Aleven (2022) introduced the concept of human-AI complementarity, endorsing the development of AI systems that work alongside human teachers rather than replacing them. Similarly, Cukurova et al. (2019) explored the potential of AI to support human teachers’ decision-making processes, promoting a hybrid approach that integrates AI and human instruction” (p. 17).
“Felix (2020) argued for further research to discern the strengths of human teachers and AI, facilitating the effective division of roles to ensure mutual complementarity” (p. 17).