160 ע גורמים מקדמים ומעכבים נכונות לאימוץ טכנולוגיות בינה מלאכותית בקרב מורים מבוגרים )מאמר קצר( ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה גורמים מקדמים ומעכבים נכונות לאימוץ טכנולוגיות בינה מלאכותית בקרב מורים מבוגרים )מאמר קצר( דורית אולניק - שמש האוניברסיטה הפתוחה doritol@openu.ac.il איל רבין האוניברסיטה הפתוחה eyal.rabin@gmail.com אוולין לוי האוניברסיטה הפתוחה eve1987@gmail.com Factors Promoting and Inhibiting Willingness to Adopt Innovative AI-Based Technologies Among Mature-Aged Teachers (Short paper) Abstract The integration of Artificial Intelligence (AI) based technologies in teaching presents a major challenge, alongside the aging of education workforce. Mature-aged teachers (over age 50) constitute approximately one-third of the teaching force in Israel, yet few studies have examined their willingness to adopt those technologies. This study examines factors that promote and inhibit willingness to adopt AI-based technologies in teaching among mature-aged teachers. The study included 301 teachers who completed validated questionnaires examining factors from the TAM3 model and additional relevant factors. Regression analyses revealed that perceived enjoyment and voluntariness are unique predictors of willingness to adopt AI- based technologies among mature-aged teachers. Technostress, was identified as a significant inhibiting factor, while job relevance and enjoyment of use were the strongest promoting factors. Additionally, contrary to previous findings, mature-aged teachers demonstrated higher openness to change and intrinsic motivation compared to younger teachers, but lower sense of belonging to the teacher community. The study findings indicate that teachers of different ages are motivated by different factors in adopting AI-based technologies. For mature-aged teachers, effective implementation of AI tools in teaching should include: enjoyable experiences, a sense of autonomy, reduced technological complexity and strengthened community belonging through collaborative learning. Keywords: Mature-aged teachers, Artificial Intelligence in Education, Technology adoption, TAM3 Model. Evelyn Levy The Open University of Israel eve1987@gmail.com Eyal Rabin The Open University of Israel eyal.rabin@gmail.com Dorit Olenik- Shemesh The Open University of Israel doritol@openu.ac.il
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