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Teachers' trust in AI-powered educational technology and a professional development program to improve it

Nazaretsky, T; Ariely, M; Cukurova, M; Alexandron, G; (2022) Teachers' trust in AI-powered educational technology and a professional development program to improve it. British Journal of Educational Technology 10.1111/bjet.13232. (In press). Green open access

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Abstract

Evidence from various domains underlines the critical role that human factors, and especially trust, play in adopting technology by practitioners. In the case of Artificial Intelligence (AI) powered tools, the issue is even more complex due to practitioners' AI-specific misconceptions, myths and fears (e.g., mass unemployment and privacy violations). In recent years, AI has been incorporated increasingly into K-12 education. However, little research has been conducted on the trust and attitudes of K-12 teachers towards the use and adoption of AI-powered Educational Technology (AI-EdTech). This paper sheds light on teachers' trust in AI-EdTech and presents effective professional development strategies to increase teachers' trust and willingness to apply AI-EdTech in their classrooms. Our experiments with K-12 science teachers were conducted around their interactions with a specific AI-powered assessment tool (termed AI-Grader) using both synthetic and real data. The results indicate that presenting teachers with some explanations of (i) how AI makes decisions, particularly compared to the human experts, and (ii) how AI can complement and give additional strengths to teachers, rather than replacing them, can reduce teachers' concerns and improve their trust in AI-EdTech. The contribution of this research is threefold. First, it emphasizes the importance of increasing teachers' theoretical and practical knowledge about AI in educational settings to gain their trust in AI-EdTech in K-12 education. Second, it presents a teacher professional development program (PDP), as well as the discourse analysis of teachers who completed it. Third, based on the results observed, it presents clear suggestions for future PDPs aiming to improve teachers' trust in AI-EdTech.

Type: Article
Title: Teachers' trust in AI-powered educational technology and a professional development program to improve it
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/bjet.13232
Publisher version: https://doi.org/10.1111/bjet.13232
Language: English
Additional information: © 2022 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10149148
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