Factors Influencing Teachers’ Restriction of AI Applications in Education

Authors

  • Dominador L. Pagliawan Author

Keywords:

Artificial Intelligence, AI Applications, AI Restrictions, Educational AI, AI TechnologiesTop of Form

Abstract

This quanti-quali research delved into the diverse perspectives of teachers regarding the adoption and restriction of specific academic artificial intelligence (AI) applications in educational settings. Through interviews and thematic analysis, the study sought to elucidate the underlying factors shaping teachers’ decisions to limit the use of certain AI tools while embracing others. Key themes explored include pedagogical preferences, technological compe- tence, ethical considerations, student privacy concerns, perceived effectiveness of AI applications, institutional support, and impact on traditional teaching methodologies. By examining these themes, the research uncovered the motivations and challenges influencing teachers’ acceptance or rejection of AI technologies in the classroom. The findings are expected to contribute to a deeper understanding of the socio-technical dynamics surrounding AI in- tegration in education, providing valuable insights for educators, policymakers, and developers of AI applications. Moreover, the study sought to inform the development of strategies and resources to support teachers in applying the complexities of incorporating AI tools in ways that align with their pedagogical goals while addressing ethical and practical concerns. Ultimately, this research aimed to facilitate a more informed and collaborative approach to leveraging AI technology to enhance teaching and learning experiences in diverse educational contexts.

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Published

2024-07-01

Issue

Vol. 4 No. 2 (2024): International Journal Of Teacher Education And Teaching July 2024

Section

Research Articles

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Copyright (c) 2024 International Journal Of Teacher Education & Teaching

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