Understanding K–12 teachers’ technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education

Abstract

Artificial intelligence (AI) education is increasingly being recognized as essential at the K–12 level. For better understanding teachers’ preparedness for AI education and effectively developing relevant teacher training programs, teachers’ technological pedagogical content knowledge (TPACK) readiness and attitudes toward AI teaching must be determined. However, limited research has been conducted on this topic. To address this research gap, we recruited 1,664 K–12 teachers to obtain a comprehensive view of teachers’ readiness for and attitudes toward teaching AI in K–12 classrooms. These teachers differed in terms of their gender, teaching subject, teaching grade, teaching experience, and experience in teaching AI. The findings of this study indicated that a substantial gap exists in the AI-related content and technological knowledge of the recruited teachers. Moreover, intriguing relationships were found between the teachers’ pedagogical knowledge, content knowledge, and attitudes toward teaching AI. The effects of demographic factors on the teachers’ TPACK and attitudes were also examined. On the basis of the findings of this study, recommendations were formulated for developing effective teacher professional development programs in the field of AI education.

Teachers' Perception of Artificial Intelligence Integration in Learning: A Cross-Sectional Online Questionnaire Survey

“…In addition, this study emphasizes the importance of developing effective teacher professional development programs in the eld of AI education. It suggests that providing targeted training and support to teachers can improve their readiness and attitudes towards AI education, potentially bridging the perception gap observed among teachers with different levels of experience (Yue et al, 2024).…”

“…The differences between the current and previous research highlight the need for further exploration and a deeper understanding of the various determinants that shape teachers' attitudes toward technology adoption, particularly in the context of AI in education. By considering a broader range of factors beyond age, future research can provide more comprehensive insights into the dynamics of technology adoption among educators and inform the development of targeted strategies to promote effective integration of AI into classroom practices.TheoreticalThe in uence of teaching experience on teachers' perceptions of AI integration has signi cant theoretical and practical implications for the development of teacher preparation programs.Theoretically, frameworks such as TPACK can be the basis for designing programs that improve teachers' readiness and attitudes toward AI education(Yue et al, 2024). Integrating AI technologies into teachers' professional learning can promote adaptive teaching practices and develop professional vision (Tammets & Ley, 2023).…”

Role of artificial intelligence in education: Perspectives of Peruvian basic education teachers

“…Del mismo modo, en Ecuador, Gonzabay & León (24) determinaron que el conocimiento que tenían los docentes de educación básica sobre el empleo de la IA como una herramienta en el proceso de enseñanzaaprendizaje era moderado. Además, en China, Yue et al (25) reportaron que existía una brecha en cuanto al concepto y comprensión de la IA de los docentes de educación básica, por lo que era necesaria la implementación de programas eficaces de desarrollo profesional docente en el campo de la educación en IA.…”