Teaching and AI in the postdigital age: Learning from teachers’ perspectives

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-11-09 DOI:10.1016/j.tate.2024.104851

Rachel Moylan , Jillianne Code , Heather O'Brien

引用次数: 0

Abstract

This interview-based study aimed to understand how teachers make sense of their work and themselves in relation to artificial intelligence (AI) and other digital technologies, and was conceived as a means of learning with and from teachers. Navigating recent AI developments raised questions about thinking, creativity, production, and the meaning and value of humanity, along with more practical concerns regarding instruction and assessment. Creating policy and ongoing teacher education opportunities that recognize teachers’ capacities for professional judgement while also providing support would encourage thoughtful and creative uses of AI, and avoid pressuring teachers to thoughtlessly rush forward with AI implementation.

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后数字时代的教学与人工智能：从教师的角度学习

这项以访谈为基础的研究旨在了解教师如何在人工智能（AI）和其他数字技术的背景下理解自己的工作和自身，并将其视为与教师共同学习和向教师学习的一种手段。引导最近的人工智能发展提出了有关思维、创造力、生产、人类的意义和价值的问题，以及有关教学和评估的更实际的问题。制定政策和提供持续的教师教育机会，承认教师的专业判断能力，同时提供支持，将鼓励教师深思熟虑、创造性地使用人工智能，避免给教师施压，让他们不假思索地匆忙实施人工智能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.