AI in the Classroom : Teachers' Views on Artificial Intelligence

Sammanfattning

The idea that technological breakthroughs can revolutionize education is not new. Since Artificial Intelligence (AI) reached unprecedented levels with chatbots capable of writing human-like texts – the first of its kind available to the public was ChatGPT –, a lot has been said about its potential to improve learning and transform teaching. However, such statements, usually greeted with enthusiasm by those seeking to solve education problems, have already been made in the past. Film, radio, TV, and computers were also initially hailed as potential revolutionizers of education and ended up playing a secondary role in schools. One aspect that cannot be forgotten is that classrooms are workplaces where teachers must cope with multiple demands. Therefore, the technologies incorporated into teaching routines effectively address issues that teachers themselves consider to be problems in need of a solution. With that in mind, this study investigated what makes teachers more or less inclined to use educational AI in Sweden. Data from 111 upper secondary school teachers who participated in an international survey were analyzed. Furthermore, eight teachers from primary to upper secondary schools in Stockholm were interviewed. The findings indicated a high lack of knowledge and uncertainty, which can hinder the adoption of such technology. Age and gender seemed to be associated with the knowledge gap, as older men prevailed among those who said they knew little or nothing about the topic. One interviewee, a man in the age group of 61 or more, had never heard of ChatGPT. On the other hand, most of the teachers acknowledged the ability of AI to assist them in their tasks, which can favor a positive attitude toward using educational AI.