The AI Assistant in Teacher Online Professional Learning Communities: What Matters Most, and How?

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Revolutionizing Teacher Education? Exploring the Power and Potential of Technology-Enhanced Teacher Development (Table 39)

Abstract

Online Professional Learning Communities (OPLCs) offer vast benefits in global teacher development but pose engagement, interaction quality, and information overload challenges. AI assistants could address these challenges through personalized learning pathways, relevant resources, and immediate feedback, enhancing participation and conversation quality within OPLCs. However, current research has insufficiently investigated AI's potential within OPLCs. This study explores teachers' engagement with AI assistant in an OPLC for high school English teachers. BERT topic modelling was used to analyze 4115 chat records, and revealed themes discussed by teachers, including creating instructional materials, assessments, and pedagogy. Sentiment analysis revealed differences in AI approval between experienced and novice teachers. While AI promoted dynamic dialogue and resource creation, it incited debates on its teaching effectiveness.

Authors

• Fangzhou Jin, The University of Hong Kong

• Zicong Song, The University of Hong Kong

• Lanfang Sun, University of Hong Kong

• Chin-Hsi Lin, University of Hong Kong