Exploring Teacher Self-Efficacy Beliefs, Knowledge, and Perceptions About Generative AI Chatbot Adoption in K-12 Education (Poster 2)

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: AI as an Agent of Change in Teaching and Learning

Abstract

To ensure equitable education for everyone, understanding how we handle technological innovations is essential. This descriptive case study investigated changes in teachers’ self-efficacy beliefs, knowledge, and perceptions before and after using a generative AI chatbot, ChatGPT, over the course of a semester. The goal was to better understand the factors that affect the adoption of generative AI chatbots in K-12 education. Additionally, we explored how teachers' concerns about adopting the technology related to their beliefs, knowledge, and perceptions of the tool. Quantitative analyses from this study highlighted interesting patterns of teacher factors in a professional development context.

Authors

• Jiyoon Jung, Valdosta State University

• Daesang Kim, Valdosta State University