Artificial Intelligence tools in Chilean teaching: Teacher views and experience

• In Event: Highlighted Session: Technology, AI, and Policy in Education

Proposal

Since the early 2000s, studies and reviews on the use of Artificial Intelligence (AI) in education have been conducted worldwide (see review by Celik, Muhterem, Muukkonen, and Jäarvelä (2022)), but only in recent years has there been a significant increase in research focused on AI in schools and classrooms. Nevertheless, these studies have primarily been carried out in the United States, China, and South Korea (Martin, Zhuang, & Schaefer, 2024). In Chile, as in other countries, the concept and importance of AI only gained recognition with the emergence of OpenAI’s ChatGPT and later ChatGPT4 tools. The paper we aim to present is based on a 2024 study examining Chilean teachers’ perceptions and uses of AI in their schools and classrooms.

Few reports and studies in Latin America and Chile have focused on the application of AI in education and classroom settings. Among these is a World Bank publication (Molina, Covo, Pineda, & Rover, 2024) that examines the potential value of AI in teaching and learning. However, in terms of concrete examples, the report only mentions specific policies for AI use in Uruguay and Chile, as well as the experience of a Chilean NGO with teachers using an AI-powered ChatBox. Additionally, a survey study in Latin America gathered the views of academics, private companies, and education policymakers on the use of IA in education (Rivas, Buchbinder, & Barrenechea, 2023). Respondents recognized the promising role that AI could play in this respect—especially for out-of-school learning and students with special needs—but did not consider whether AI might exacerbate or reduce inequities in the Region. In relation to actual teacher views, a questionnaire study in the city of Valparaiso examined Chilean teachers' knowledge and perceptions regarding the potential use of AI for their work (Espejo, 2024).

The Chilean study, which provides evidence for the presentation, focused on teachers' views and narrated experiences regarding the use of IA for educational purposes. It involved six focus group meetings with teachers from public and private subsidized schools in the Metropolitan Region (Santiago). Based on findings from the focus groups and other relevant research, the study proceeded with a broader teacher survey. Our presentation will mainly cover results from the focus group meetings.

Key objectives of the focus group study: a) Gather the perceptions and meanings that teachers in diverse school contexts give to IA as a tool for teaching; b) Learn about their specific uses of IA in teaching; and c) Identify limiting factors and barriers that affect the integration of IA tools in teaching practice.

Participants: With permission from school authorities, teachers from six selected schools were invited to participate in school-based focus group meetings held during the schools’ non-teaching time slot (typically on Wednesday afternoons). The number of participating teachers varied, with six in each of three schools, five in two schools, and eight in one school. During the meetings, teachers were invited to speak freely about themselves and their experiences with IA.

Results. Based on participation and analysis of the discussions, four main themes emerged, each reflecting differences among the groups: a) Knowledge and conceptual qualities of IA; b) experience applying it in the classroom; c) barriers to its use in classrooms and schools; and d) mistrust and fears about IA use. Below, we highlight some examples from the focus group discussions.

Regarding knowledge of AI and its conceptual features, teachers varied from having a minimal or unclear understanding to possessing some awareness of its applications in teaching, but without certainty about how it could be implemented.
"My experience with Artificial Intelligence is limited. I have heard about ChatGT and such things, but have not used it in depth. I think it could be interesting to learn and see how it could be of use for my work".
Secondary school teacher

"I used it to see if it would correct a written text. I liked that it made suggestions and even explained why. I thought that was great!"
Basic School teacher

Teachers who reported classroom experience with the use of AI cited its application in lesson planning, teaching, and curriculum management. These experiences ranged from recognizing the practical benefits of tools like ChatGPT to utilizing them more instrumentally, while also noting their limitations.
"I use it to develop tests, and the truth is that it has proven to be a valuable tool. It doesn’t take me as long as it used to. I ask it to generate 10 questions regarding a specific topic, and it provides something reasonable. Although I always change some things or adjust the difficulty level".
Secondary teacher.

"Initially, I used it as it came. Later, I realized that some of the activities it suggested were not well aligned with the curriculum or were too general. Now I use it as a base, but I review it all, because I am responsible for what I teach".
Basic School teacher

Teachers also offered examples of a-critical student use of AI:
"Some students submit perfectly written pieces of work, but when I ask them questions related to their work, they don’t seem to understand what they had written. Obviously, they used ChatGPT. Now I ask them to explain the work they are handing in and to self-evaluate. IA cannot be an excuse for avoiding thought."
Basic School teacher

The study also revealed evidence of school barriers to the use of AI, the need for relevant training or professional development, as well as feelings of fear and mistrust toward its tools. Based on the analysis of focus group discussions, the presentation will highlight how the Chilean findings compare to similar studies in other parts of the world and discuss the policy and professional development implications that emerge. It will also explain how these findings were incorporated into the broader survey recently completed.

Author

• Beatrice Avalos, University of Chile