Exploring Teachers' Perceptions of Artificial Intelligence as a Tool to Support Their Practice in Estonian K-12 Education

Autor/inn/en	Chounta, Irene-Angelica; Bardone, Emanuele; Raudsep, Aet; Pedaste, Margus
Titel	Exploring Teachers' Perceptions of Artificial Intelligence as a Tool to Support Their Practice in Estonian K-12 Education
Quelle	In: International Journal of Artificial Intelligence in Education, 32 (2022) 3, S.725-755 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chounta, Irene-Angelica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
DOI	10.1007/s40593-021-00243-5
Schlagwörter	Foreign Countries; Teacher Attitudes; Artificial Intelligence; Elementary Secondary Education; Educational Technology; Barriers; Knowledge Level; Technology Integration; Estonia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Künstliche Intelligenz; Unterrichtsmedien; Wissensbasis; Estland
Abstract	In this article, we present a study on teachers' perceptions about Artificial Intelligence (AI) as a tool to support teaching in Estonian K-12 education. Estonia is promoting technological innovation in education. According to the Index of Readiness for Digital Lifelong Learning (IRDLL), Estonia was ranked first among 27 European countries. In this context, our goal was to explore teachers' perceptions about cutting-edge technologies (in this case, AI) and to contextualize our results in the scope of Fairness, Accountability, Transparency and Ethics (FATE). We carried out a survey with 140 Estonian K-12 teachers and we asked them about their understanding and concerns regarding the use of AI in education and the challenges they face. The analysis of the survey responses suggests that teachers have limited knowledge about AI and how it could support them in practice. Nonetheless, they perceive it as an opportunity for education. The results indicate that teachers need support in order to be efficient and effective in their work practice; we envision that AI can be used to provide this support. Furthermore, we identified challenges that relate to the socio-cultural context of the study: for example, teachers perceived AI as a tool to support them in accessing, adapting and using multilingual content. To conclude, we discuss the findings of this work in relation to ethical AI, and elaborate on the implications and future aspects of this work in the context of FATE and participatory design of learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01