A research instrument for measuring teacher perceptions of artificial intelligence and other emerging technologies
DOI:
https://doi.org/10.70833/rseisa19item706Keywords:
Secundary Education, Ethics, Gamification, Educational Technology, ValidationAbstract
This questionnaire is part of a research project conducted by the Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU) and is designed to document the perceptions of upper–secondary school teachers regarding the use of Artificial Intelligence (AI) and other emerging technologies in teaching–learning processes. The instrument is organized into three sections: the first collects demographic data; the second records teachers’ perceptions of the extent to which emerging technologies are used in pedagogical practice; and the third identifies participants’ attitudes. The final section was structured around the dimensions defined as barriers, benefits, and ethical risks associated with emerging technologies—such as text-generative AI, gamification, and virtual and augmented reality—within educational contexts. After expert review and revision, the questionnaire comprised 31 closed and semi-closed items. It achieved a content validity index of 0.95, indicating an excellent level of validity, and a Cronbach’s alpha of 0.8982 (high reliability). This instrument can be used to gather data that inform decision-making on educational policies and teacher-training programs aimed at the critical integration of new technologies into teaching and learning.
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