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AI in the Classroom: How Teachers Perceive the Future of Education

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Teachers’ abilities, knowledge, and perceptions have a significant impact on student learning. Artificial intelligence (AI) is an important contemporary concept, which has the potential to change education systems worldwide, as it offers new, wide, as yet unexpored possibilities, powerful tools for both students and educators, hand-in-hand with a thread to many traditional assessment models. The teachers, however, tend to view it only as a thread, overlooking the vast advantages it offers. Therefore, the aim of the presented research is to analyse how teachers perceive the role of artificial intelligence in higher education. Opinions among the teachers remain polarised, with some advocating for full integration of AI, others favouring strict limitations, and some supporting only minimal and/or restricted use in education.

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International Journal of Artificial Intelligence in Education 32, 725-755 (2022) Cite this article

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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.

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Acknowledgements

We thank Marit Dremljuga-Telk, and Joshua Schiefelbein for their contribution in this work. This research was supported by the Estonian Research Council grant PSG286 and by the University of Tartu ASTRA Project PER ASPERA, financed by the European Regional Development Fund.

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Authors and Affiliations

Institute of Education, University of Tartu, 1a Salme St., 50103, Tartu, Estonia

Irene-Angelica Chounta, Emanuele Bardone, Aet Raudsep & Margus Pedaste

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Correspondence to Irene-Angelica Chounta.

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Appendix: A

Appendix: A

A.1 Inter Coder Agreement Scores

Table 6 The results of the superpowers' coding process where two raters coded whether a superpower was referenced in participants' input

A.2 Popular Learning Platforms Among Estonian Teachers

Table 7 A list of the learning platforms that the participants use on a regular basis for their work purposes along with a short description of each platform and the percentage of the participants who use it

A.3 Survey of this Study

Survey "AI in Education: Perceptions and Perceived Challenges of Estonian K-12 Teachers"

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Chounta, IA., Bardone, E., Raudsep, A. et al. Exploring Teachers' Perceptions of Artificial Intelligence as a Tool to Support their Practice in Estonian K-12 Education. Int J Artif Intell Educ 32, 725-755 (2022). https://doi.org/10.1007/s40593-021-00243-5
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DOI: https://doi.org/10.1007/s40593-021-00243-5

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Keywords

Teachers

Classrooms

Challenges

FATE

Artificial intelligence

Education

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# data[].attributes.attachment_link.title
Exploring Teachers' Perceptions of Artificial Intelligence as a Tool to Support their Practice in Estonian K-12 Education - International Journal of Artificial Intelligence in Education

# data[].attributes.attachment_link.description
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.

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Umelá inteligencia môže učiteľom pomôcť s problémovými žiakmi - VEDA NA DOSAH

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