The Will, The Skill, The Tool, And The AI. Exploring Factors Affecting Teachers’ Intentions To Use AI And Technologies To Foster Inclusion
DOI:
https://doi.org/10.32043/jimtlt.v4i1.156Parole chiave:
Educational technology; Artificial Intelligence; UTAUT; Support teacher training; Autism Spectrum DisorderAbstract
Il contributo esplora il grado di accettazione e l’intenzionalità dei futuri docenti di sostegno a utilizzare le tecnologie educative con modelli di Intelligenza Artificiale (IA) in classi frequentate da allievi con Disturbo dello Spettro autistico. Tale finalità muove dalla constatazione che negli ultimi anni si sta gradualmente diffondendo l’implementazione in contesti educativi e riabilitativi di tecnologie che favoriscono il processo di apprendimento di questi allievi nell’ambito di diversi domini dello sviluppo. Allo stesso modo, dalla letteratura di riferimento si evince che l’integrazione di tali tecnologie a scuola può essere influenzata da diversi fattori e che, attualmente, esiste un gap nella ricerca riguardo le intenzioni degli insegnanti ad integrare tali tecnologie in classe con gli studenti con ASD. Pertanto, lo studio si propone di esplorare ciò utilizzando come framework teorico di riferimento la Teoria unificata dell’accettazione e dell’uso della tecnologia. Nello specifico è stato somministrato un questionario ai futuri docenti di sostegno iscritti al Corso di specializzazione per le attività di sostegno didattico agli alunni con disabilità VIII ciclo. I risultati evidenziano una predisposizione positiva per l’adozione dell’IA e delle tecnologie, evidenziando in particolare l’importanza della conoscenza dell’IA come fattore correlato alla volontà di impiego in contesti educativi. L’analisi sottolinea altresì il ruolo significativo del valore intrinseco, inteso come esperienza personale piacevole e gratificante derivante dall’uso della tecnologia, come fattore che incide sull’intenzione a adottare e usare sia le tecnologie sia l’IA.
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