Final Statement: Colombian teachers perceive AI as a valuable educational tool but face significant barriers in implementation, with effectiveness varying based on technological access, professional development needs, and ethical considerations.
Objective: The study aimed to investigate Colombian K-12 teachers' perceptions of AI in education, focusing on their views regarding AI integration into teaching and learning activities.
Methods:
- Case study approach using mixed methods
- Survey of 190 teachers and semi-structured interviews with 30 teachers
- Study conducted in public schools in Caquetá, Colombia
- Data analyzed using descriptive statistics and thematic analysis
- Framework based on complexity theory examining macro-, meso-, and micro-level factors
Key Findings:
- 52.1% of teachers reported knowing what AI is, while 38.9% had some knowledge
- 96.8% expressed interest in receiving AI training
- Teachers believe AI could moderately improve:
- Student learning (52.6%)
- Personalized learning (59.5%)
- Feedback processes (38.9%)
- Main benefits identified:
- Help searching for resources (77.4%)
- Providing personalized learning (54.7%)
- Assisting with lesson planning (53.6%)
- Key challenges include:
- Limited knowledge about AI
- Lack of technological resources
- Growing digital divide between urban and rural schools
- Ethical concerns about AI use
Implications:
- Highlights need for equitable access to AI technology
- Emphasizes importance of teacher professional development
- Demonstrates necessity of addressing ethical concerns
- Shows requirement for comprehensive policy approach considering all stakeholder levels
Limitations:
- Convenience sampling may not be nationally representative
- Results reflect perceptions at a specific point in time
- Focus only on Colombian context
- Limited to English-language articles and peer-reviewed publications
Future Directions:
- Conduct longitudinal studies examining technology use during cognitive developmental transitions
- Include national samples in future research
- Examine teachers' attitudes in different school settings
- Expand research to other Latin American countries
- Study long-term effects of AI-supported systems
Title and Authors: "Teachers' perceptions of artificial intelligence in Colombia: AI technological access, AI teacher professional development and AI ethical awareness" by Paola Julie Aguilar-Cruz and Sdenka Zobeida Salas-Pilco
Published On: January 22, 2025
Published By: Technology, Pedagogy and Education (Journal)