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Teachers’ readiness...
Teachers’ readiness and intention to teach artificial intelligence in schools
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- Ayanwale, Musa Adekunle (författare)
- Department of Science and Technology Education, University of Johannesburg, South Africa
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- Sanusi, Ismaila Temitayo (författare)
- School of Computing, University of Eastern Finland, P.O.Box 111, 80101, Joensuu, Finland
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- Adelana, Owolabi Paul (författare)
- Department of Science and Technology Education, University of Ibadan, Ibadan, Nigeria
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- Aruleba, Kehinde D. (författare)
- School of Computing and Mathematical Sciences, University of Leicester, UK
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- Oyelere, Solomon Sunday (författare)
- Luleå tekniska universitet,Datavetenskap
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Department of Science and Technology Education, University of Johannesburg, South Africa School of Computing, University of Eastern Finland, PO.Box 111, 80101, Joensuu, Finland (creator_code:org_t)
- Elsevier, 2022
- 2022
- Engelska.
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Ingår i: Computers and Education: Artificial Intelligence. - : Elsevier. - 2666-920X. ; 3
- Relaterad länk:
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https://doi.org/10.1...
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https://ltu.diva-por... (primary) (Raw object)
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https://urn.kb.se/re...
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https://doi.org/10.1...
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Abstract
Ämnesord
Stäng
- The emergence of artificial intelligence (AI) as a subject to be incorporated into K-12 educational levels places new demand on relevant stakeholders, especially teachers that drive the teaching and learning process. It is therefore important to understand how ready teachers are to teach the emerging subject as the success of AI education would probably be closely dependent on the readiness of teachers. As a result, this study presents an insight into factors influencing the behavioural intention and readiness of Nigerian in-service teachers to teach artificial intelligence. A total of 368 teachers, from elementary to high school participated in the study. We utilised quantitative methodology using variance-based structural equation modelling to understand the relationship among the eight variables (AI anxiety, perceived usefulness, AI for social good, Attitude towards using AI, perceived confidence in teaching AI, relevance of AI, AI readiness, and behavioural intention) considered in the study. The result indicated that confidence in teaching AI predicts intention to teach AI while AI relevance strongly predicts readiness to teach AI. While other factors influence the teaching of AI, anxiety and social good could not predict teachers' intention and readiness to implement AI in classrooms respectively. We discussed the implication of our findings in relation to AI implementation in schools and highlight future directions.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- NATURVETENSKAP -- Data- och informationsvetenskap -- Annan data- och informationsvetenskap (hsv//swe)
- NATURAL SCIENCES -- Computer and Information Sciences -- Other Computer and Information Science (hsv//eng)
Nyckelord
- Teaching artificial intelligence
- Teacher readiness
- Behavioural intention
- K-12
- Nigerian schools
- Pervasive Mobile Computing
- Distribuerade datorsystem
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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