AI Integration Barriers in K-12 Education: South Korea, Taiwan, and the United States (Poster 19): SIG-Advanced Technologies for Learning, Stage 1, 1:33 PM

• In Event: e-Lightening Ed-Talk Session 12 - Stage 1

Abstract

This comparative study investigates AI integration barriers in K-12 education in South Korea, Taiwan, and the United States. 49 educators and administrators were recruited and interviewed individually with semi-structured questions. Data was analyzed using semantic data analysis. Ertmer’s first-order (external) and second-order (internal) barriers to change framework (1999) was used to analyze the data. The findings suggested that these three countries share similar first-order barriers (e.g., professional development) and second-order barriers (e.g., beliefs). The differences divide the countries into two distinct categories: South Korea is in one group, and Taiwan and the United States are in the other. Moreover, these contrasts underscore the impact of government-led AI integration in education and the necessity for well-defined government policies and guidelines.

Authors

• Wanju Huang, Purdue University

• Sunnie Lee Watson, Purdue University

• Chi-Jia Hsieh, Purdue University

• Seoljoo Kang, Purdue University

• William R. Watson, Purdue University

• Wonjin Yu, Purdue University