Chapter 9. Teachers’ Perceptions of AI Technologies
Yurika Ito
Abstract
The educational sphere is constantly evolving, with AI technologies rapidly transforming every year. While much of the current literature explores the potential and limitations of AI technologies for learners, comparatively less attention has been given to teachers. As teachers are often expected to guide their students in using such technologies, understanding their perspectives is undeniably crucial. In this chapter, the author aims to uncover teachers’ perceptions of AI technologies and their integration into educational practices. The chapter delves into the opportunities and challenges these technologies present from teachers’ perspectives, predominantly examining their attitudes, readiness, and the factors influencing their acceptance (and un-acceptance) of AI in teaching and learning. Specifically, the chapter will begin by outlining recent research on teachers’ views on the use of AI technologies. The subsequent sections then report on the author’s small-scale empirical study, which examined how teachers in Japan perceive AI technologies for educational purposes. By providing insights into the current realities that teachers in Japan face when implementing various AI technologies in their teaching practice, the author ultimately aims to understand how teachers can smoothly navigate the ever-changing landscape of AI and education.
About the Contributor
Yurika Ito is an assistant professor in the Faculty of Business Administration at Kanagawa University, Japan, where she teaches English as a foreign language. She earned her PhD in applied linguistics from Waseda University, Japan. Her main research focuses on computer-assisted language learning (CALL), language teacher education, and the use of online teacher communities on social media platforms. She is currently investigating how AI-focused online language teacher communities on Facebook support professional learning, exploring teachers’ experiences and perceptions of participating in these digital spaces.
Citation
Ito, Y. (2026). Teachers’ perceptions of AI technologies. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 215–233). Candlin & Mynard. https://doi.org/10.47908/45/9
The educational sphere is constantly evolving, with AI technologies rapidly transforming every year. While much of the current literature explores the potential and limitations of AI technologies for learners, comparatively less attention has been given to teachers. As teachers are often expected to guide their students in using such technologies, understanding their perspectives is undeniably crucial. In this chapter, the author aims to uncover teachers’ perceptions of AI technologies and their integration into educational practices. The chapter delves into the opportunities and challenges these technologies present from teachers’ perspectives, predominantly examining their attitudes, readiness, and the factors influencing their acceptance (and un-acceptance) of AI in teaching and learning. Specifically, the chapter will begin by outlining recent research on teachers’ views on the use of AI technologies. The subsequent sections then report on the author’s small-scale empirical study, which examined how teachers in Japan perceive AI technologies for educational purposes. By providing insights into the current realities that teachers in Japan face when implementing various AI technologies in their teaching practice, the author ultimately aims to understand how teachers can smoothly navigate the ever-changing landscape of AI and education.
About the Contributor
Yurika Ito is an assistant professor in the Faculty of Business Administration at Kanagawa University, Japan, where she teaches English as a foreign language. She earned her PhD in applied linguistics from Waseda University, Japan. Her main research focuses on computer-assisted language learning (CALL), language teacher education, and the use of online teacher communities on social media platforms. She is currently investigating how AI-focused online language teacher communities on Facebook support professional learning, exploring teachers’ experiences and perceptions of participating in these digital spaces.
Citation
Ito, Y. (2026). Teachers’ perceptions of AI technologies. In R. Dykes, O. Edwards, D. Bollen, & T. S. W. Lin (Eds.), Artificial intelligence in Japan’s language learning classrooms (pp. 215–233). Candlin & Mynard. https://doi.org/10.47908/45/9
Information About the Book
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Title: Artificial Intelligence in Japan’s Language Learning Classroom
Editors: Robert Dykes, Oliver Edwards, Dave Bollen, and Tina Shu-wen Lin Publication date: June 2026 Read more... |