To Advance AI Use in Education, Focus on Understanding Educators

• Published in: International journal of artificial intelligence in education Vol. 34; no. 1; pp. 12 - 19
• Main Author: Kizilcec, René F.
• Format: Journal Article
• Language: English
• Published: New York Springer New York 09.06.2023; Springer Nature B.V
• Subjects: Algorithms; Artificial Intelligence; Artificial Intelligence in Education: Coming of Age?; At risk students; Attitudes; Commentary; Computer Science; Computers and Education; Data mining; Distance learning; Education; Educational objectives; Educational Technology; Equal Education; Ethics; Influence; Intelligibility; Learning; Learning analytics; Learning Management Systems; Online instruction; Perceptions; Prediction models; Principles; Schools; Teachers; Teaching; Teaching Methods; Technology; Technology Acceptance Model; Technology adoption; User Interfaces and Human Computer Interaction; United States > US; Technology acceptance; Educators; Trust; Predictive analytics; Psychology; Implementation
• ISSN: 1560-4292; 1560-4306
• DOI: 10.1007/s40593-023-00351-4

A better understanding of educators' perspectives of emerging education technology, specifically tools that incorporate AI, is essential to unlock the full potential benefits of these innovations. While prior research has primarily emphasized technological advancements, it has overlooked the profound influence of social, psychological, and cultural factors in shaping educators' perceptions, trust, and adoption of educational technology. As increasingly powerful AI tools emerge, their design must be rooted in a deep understanding of educators' needs and perspectives. It is only with the acceptance and trust of educators that these innovative solutions can elevate learning outcomes, academic achievements, and educational equity.