Intelligent Tutoring Systems: Why Teachers Abandoned a Technology Aimed at Automating Teaching Processes
| Autor: | Martin Tallvid, Berner Lindström, Marie Utterberg Modén, Johan Lundin |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
4. Education
05 social sciences Learning analytics 050301 education 050109 social psychology Collaborative learning Activity theory Intelligent tutoring system Formative assessment Intervention (law) Teaching tool Accountability ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences 0503 education |
| Zdroj: | HICSS |
| ISSN: | 2572-6862 |
| DOI: | 10.24251/hicss.2021.186 |
| Popis: | Expectations that technology will improve and streamline education are high. However, technology often introduces new problems. This study aims to explore the challenges mathematics teachers encounter when they implement a digital mathematics textbook with an integrated intelligent tutoring system. A formative intervention was conducted in a two-year project with 16 secondary school teachers. The method was based on activity theory and required the teachers to collaborate with researchers in analyzing their work activity when the new teaching tool was introduced. In this paper, we show that an intelligent tutoring system created systemic contradictions for the teachers. Those contradictions involved predictability, division of labor, individual versus collective learning, accountability, and expectations versus experience. The teachers all tried to resolve the contradictions, but eventually felt compelled to abandon the intelligent tutoring system. The findings contribute to a better understanding of teachers??? responses to a technology aimed at automating teaching processes |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|