Generative Artificial Intelligence and (post)digital teacher identity
This study explores teachers' attitudes and perceptions regarding their (post)digital identity in relation to Generative Artificial Intelligence (GenAI) and Smart Technologies (ST). A non-experimental design with a mixed approach was used, including a questionnaire, focus groups and an in-depth...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad Pablo de Olavide (UPO) |
| Repositorio: | RIO. Repositorio Institucional Olavide |
| Idioma: | inglés |
| OAI Identifier: | oai:rio.upo.es:10433/24338 |
| Acceso en línea: | https://hdl.handle.net/10433/24338 |
| Access Level: | acceso abierto |
| Palabra clave: | Digital identity Generative artificial intelligence Smart technologies Postdigital Teachers Critical media literacy |
| Sumario: | This study explores teachers' attitudes and perceptions regarding their (post)digital identity in relation to Generative Artificial Intelligence (GenAI) and Smart Technologies (ST). A non-experimental design with a mixed approach was used, including a questionnaire, focus groups and an in-depth interview. The sample consisted of 177 teachers, mainly from Spain and the United States and included all educational levels. The results show a high degree of reliability of the instrument used (α = 0.847) and a significant (p < 0.01) strong positive correlation (r = 0.525) between the level of knowledge and experience with ST and teachers' attitudes and perceptions towards these tools. Although teachers hold a mostly positive attitude towards these technologies, more than 50% consider their knowledge and experience to be limited. Teachers' perceptions oscillate between caution and optimism regarding ST´s practical impact, emphasizing the need for individual, social and methodological changes to facilitate effective educational innovation. The analysis suggests that media education is key to overcoming barriers that hinder the adoption of these tools. The research concludes that, for teachers to embrace their postdigital identity, it is essential to reflect on how to integrate these technologies in a critical, inclusive, and ethical manner, thereby strengthening their role in fostering a more just society and adapting to new technological paradigms. |
|---|