Analysis of Teachers' Perception on The Use and Impact of Chatgpt in Contemporary Education

Objective: This study seeks to analyze the perception of teachers regarding the use and impact of ChatGPT in contemporary educational environments. Theoretical background: The study is based on Davis' technology adoption theory (TAM), investigating how teachers perceive and embrace tools such as ChatGPT in education. Methodology: For this purpose, a quantitative approach was used with a descriptive study of data analysis derived through a measurement instrument such as the survey applied to teachers from different careers in different HEIs at the international level, where Spss Statistics was used as the basis for data analysis. The instrument was conformed by two section mechanisms: a Likert scale and closed questions to measure the perception of university professors. Results and conclusions: revealed that resistance to change and new policies for the correct use of chaboat (ethics) should be an exercise of nations and HEIs to encourage the effective use of the tool, within the digital literacy competence of teachers and/or students, this allows to break down a permanent evaluation within the disruption of information and communication technology in educational environments. Research Implications: Provides a clear picture of how teachers perceive the use of ChatGPT in education, which may influence future educational policies and teacher training programs. Originality/value: This study is original in its focus on the specific analysis of teachers' perception of the use of ChatGPT in educational settings, a topic still little explored in the academic literature.

• Autores: Carina Arguello, Ferdy; Martínez Banda, Jairo Enrique; Herazo Chamorro, Mónica Isabel; Bravo Jimenez, Audy Estella; Álvarez Ruíz, Liliana Patricia
• Tipo de recurso: Article of investigation
• Fecha de publicación: 2024
• Institución: Corporación Universitaria del Caribe - CECAR
• Repositorio: Repositorio Digital CECAR
• Idioma: eng
• OAI Identifier: oai:repositorio.cecar.edu.co:cecar/10666
• Acceso en línea: https://repositorio.cecar.edu.co/handle/cecar/10666
• Palabra clave: ChatGPT; Artificial Intelligence; Teachers; Higher Education
• Rights: openAccess
• License: Derechos Reservados. Corporación Universitaria del Caribe – CECAR