ע 265 תאיר כחלון חזן, אלחנן חזן, גיא כהן 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 מהפוטנציאל לפרקטיקה: גורמים הקשורים לשילוב בינה מלאכותית יוצרת בהוראה )פוסטר( גיא כהן HIT מכון טכנולוגי חולון guyco@hit.ac.il אלחנן חזן HIT מכון טכנולוגי חולון elhanan138@gmail.com תאיר כחלון חזן HIT מכון טכנולוגי חולון tairkl6@gmail.com From Potential to Practice: Factors Related to Teachers' Use of Generative Artificial Intelligence (Poster) Tair Kahlon Hazan HIT Holon Institute of Technology tairkl6@gmail.com Elhanan Hazan HIT Holon Institute of Technology elhanan138@gmail.com Guy Cohen HIT Holon Institute of Technology guyco@hit.ac.il Abstract The growing potential of generative artificial intelligence (Gen-AI) in education highlights the need to examine factors related to its classroom implementation. Although research identifies pedagogical benefits, such as content creation, personalization, and immediate feedback, gaps persist between the promise of Gen-AI and its actual use in classrooms. Literature emphasizes perceived usefulness, ease of use, and facilitating conditions, alongside personal factors such as technological self-efficacy. Institutional support and professional training also play an important role. As research in this area is still emerging, this study conducted an exploratory quantitative investigation examining how personal, professional, and institutional characteristics relate to teachers' use of Gen-AI in their practice. Data was collected from 73 teachers through an online questionnaire measuring key variables: Gen-AI integration, technological self-efficacy, perceived institutional support, professional training, and demographic characteristics. Preliminary analyses based on correlations and comparison tests indicate that technological self-efficacy is the strongest predictor of Gen-AI integration. A moderate positive correlation was found between perceived institutional support and Gen-AI use, and professional training was also significantly associated with actual use. No significant differences were found by gender, seniority, teaching level, or subject area, although a ‘gender paradox' emerged in which men reported higher technological self-efficacy without greater use. These findings underscore the need for sustained professional development, ongoing support, and a supportive organizational culture to promote ethical and equitable Gen-AI integration. However, the small sample and reliance on self-report highlight the need for larger samples and additional measures over time. Keywords: Generative Artificial Intelligence, Technology adoption, Technological self-efficacy, Teachers, K-12 education.
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