Abstract

Teachers are the key to determine the success or failure of educational reform. Teacher development is an internal development process driven by various comprehensive experience. At present, the professional development of teachers has become one of the major challenges in the implementation process of AI curriculum in primary and middle schools. On this basis, this study takes A Middle School in ShangHai as an example to study the stages of concerns of AI teachers in middle schools, so as to understand the specific situation of the current AI teachers on the implementation of the curriculum. The results show that the relative intensity of the stages of concern of AI teachers outside the school fluctuates more, while the relative intensity of teachers inside the school is more stable. Compared with other dimensions, AI teachers generally had higher levels of concern in Awareness and Refocusing.

Citation

Yan, H. (2024). A Study on the Stages of Concerns of AI Teachers in Middle Schools. In J. Cohen & G. Solano (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 659-665). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/224015/.

© 2024 Association for the Advancement of Computing in Education (AACE)