Teachers' Perspectives on Emerging Issues in Using Digital Technology and Artificial Intelligence in Teaching Mathematics and Science in Secondary Schools in Bayelsa State

Abstract

This study explores teachers' perspectives on emerging issues in using digital technologies and artificial intelligence (AI) in teaching mathematics and science in secondary schools in Bayelsa State. The study used a descriptive survey research design, collecting data from 750 science and mathematics teachers across five Local Government Areas. Nine validated instruments with high reliability indices (Cronbach's alpha ranging from 0.81 to 0.93) were utilized to assess teachers' perspectives. The findings reveal significant disparities in digital access, gaps in digital literacy, and concerns about data privacy and security, teacher autonomy, ethical concerns, plagiarism, and impact on critical thinking skills. The study provides actionable recommendations for stakeholders to address these issues and enhance teacher preparedness and confidence in effectively integrating digital technology in the classroom, contributing to the ongoing discourse on harnessing technology to improve educational outcomes.