Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education

Ungar, Orit Avidov; Baruch, Alona Forkosh

doi:10.28945/3606

Cited by 13 publications

(9 citation statements)

References 37 publications

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“…Teachers can be motivated to use ICT in teaching through recognition, promotion, and monetary rewards (Bower, 2001;Baylor & Ritchie, 2002). Ungar and Baruch (2016) also argue that if teachers are rewarded because of their digital initiatives, they feel motivated to keep using technological innovations. Cox et al (2000) argue that teachers feel interested in using innovative technologies because of their benefits in terms of interesting teaching and learning, improved learning outcomes and improved teaching quality.…”

Section: Motivating Factorsmentioning

confidence: 99%

“…Past research indicates that appreciation of teachers' accomplishments through rewards/incentives and promotion opportunities can encourage them to be creative and experimental in classrooms (Thompson, 2003;Ungar & Baruch, 2016). Researchers argue that rewards in terms of monetary or non-monetary incentives can motivate teachers for infusing technology into their classrooms (Baylor & Ritchie, 2002;Hadley & Sheingold, 1993).…”

Section: Recognitionmentioning

confidence: 99%

“…Through the use of game technology and simulations, AI based teaching and learning solutions can provide immersive learning experiences to students. Such methods can make learning more adaptive and intuitive, thereby resulting in better performance of students (Pima, 2019;Ungar & Baruch, 2016).…”

Section: Educational Benefitsmentioning

confidence: 99%

“…Change in the technology also provides teachers with opportunities for continuous learning, which helps them in regularly upgrading their knowledge, skills, and abilities (Khatoon & Kader, 2007;Kwache, 2007). Thompson (2003); Ungar and Baruch (2016).…”

Section: Self-motivationmentioning

confidence: 99%

“…Status or reputation achieved by using new technology Baylor and Ritchie (2002); Cox et al (2000); Kusumaningrum (2019); Thompson (2003); Ungar and Baruch (2016). Previous research also indicates that using ICT in teaching, provide opportunities for professional development of teachers which encourages them to make use of ICT (Hsu, 2016) and other innovative technologies such as AI (Kusumaningrum, 2019).…”

Section: Professional Prestige and Statusmentioning

confidence: 99%

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Inhibiting and Motivating Factors Influencing Teachers’ Adoption of AI-Based Teaching and Learning Solutions: Prioritization Using Analytic Hierarchy Process

Gupta

Bhaskar²

2020

JITE:Research

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Aim/Purpose: The purpose of the present study is to prioritize the inhibiting and motivating factors underlying the adoption of AI based teaching and learning solutions by teachers in the higher education sector of India. Background: AI based teaching and learning solutions are amongst the most important educational innovations. The intervention of AI in instructional methods can result in personalized teaching and learning experiences. AI enabled teaching and learning systems can give teachers a better understanding regarding their students’ learning abilities, learning styles and progress. Methodology: The Analytic Hierarchy Process (AHP) is employed to find the relative importance of inhibiting and motivating factors. The primary data for making the pair-wise comparisons between the factors were obtained from a convenient sample of 32 teachers, teaching in various higher educational institutions (HEIs) in the National Capital Region (NCR) of Delhi, India. Contribution: Though, the acceptance of AI based solutions has been studied in other contexts such as retail, banking, ecommerce, and so on; nonetheless, the acceptance of AI in the education sector has not grabbed much attention of researchers. Hence the study has made worthwhile contributions to the literature as it has specifically focused on the adoption of AI based teaching methods by teachers in higher education Findings: The findings suggest that institutional barriers are the major inhibitors and recognition is the main motivator that affect teachers’ behaviour towards adopting AI based teaching solutions. Overall, the findings of the study highlight the importance of institutional support in terms of resources, time, and recognition that may be provided to the teachers so that they can willingly integrate AI based methodologies into their teaching. Recommendations for Practitioners: The study provides several implications for HEIs and developers of AI based educational solutions. The HEIs should provide adequate support to their teachers in terms of financial support, infrastructure and technical support. The developers should focus on developing such solutions that are compatible with the teachers’ existing work style. Recommendation for Researchers: Future studies can employ statistical techniques such as multiple regression analysis or structural equation modelling to examine the impact of these factors on the actual use behaviour of teachers regarding AI based teaching methods. More diversified samples that are statistically significant in size, can be considered to examine the teachers’ behaviour regarding AI based instructional methods. Impact on Society: AI technology can play a pivotal role in reshaping and remodeling higher education. AI is the technology of todays’ times that has the capability of transforming the instructional methods. The educators need to understand that nowadays, teaching and learning are heading towards creative styles that embrace the use of innovative technologies such as AI. Future Research: The adoption of AI in the field of education is at a very nascent stage in India, constant changes are likely to happen in the factors influencing the adoption of AI enabled teaching solutions. Future studies may come up with a more holistic model of factors to address this research problem.

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Section: Motivating Factorsmentioning

confidence: 99%