ERIC Number: EJ1427120
Record Type: Journal
Publication Date: 2024-Jan
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2544-7831
Teachers' Perceptions of a Chatbot's Role in School-Based Professional Learning
Steven Beyer; Kerstin Arndt
Open Education Studies, v6 n1 Article 20240015 2024
This article focuses on the gap in research concerning the insufficient availability of information and communication technologies for teacher professional learning (TPL) and the consequent scarcity of research on technology acceptance (TA) in TPL. These research gaps are addressed through the implementation of a chatbot designed to support school-based TPL activities. Mathematics teachers and teacher training facilitators (n = 11) were interviewed regarding their TA after testing the chatbot, as a crucial factor for its implementation. The chatbot was developed to assist teachers in structuring planning tasks and facilitating the exploration and application of well-prepared knowledge. Results from qualitative content analysis indicate that this presumed potential of the chatbot can be considered confirmed in the present context. Additionally, four external variables were identified as key evaluation factors, with Perceived Quality standing out as the main reference point for Perceived Usefulness.
Descriptors: Artificial Intelligence, Man Machine Systems, Natural Language Processing, Role, Teacher Attitudes, Faculty Development, Technology Uses in Education, Mathematics Teachers, Elementary School Teachers, Foreign Countries
De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A