Teacher’s Technology Integration Models in Education – Tea-Time

The overall aim of the TEA-TIME (Teacher's Technology Integration Models in Education) project is to support the informed use of technologies, in particular AI-based technologies, for the implementation of the competency-based approach and self-regulatory pedagogies (SRL), for the sectors from primary education to university. We have called such activities ACA-AR: Competency-based activities using artificial intelligence regulations to foster self-regulation. The project targets learners and teachers.
In a previous ANR project (COMPER) we produced the basic elements for ACAR-AR's uses by learners:
* a meta-model of a competency framework,
* an editor allowing the teacher to formalize the competencies of his course so that the associated AI engines (competence profile evaluation and recommendation engine) can act,
* the competency profile presents the learner with a graphical view of competency levels based on his or her activity in the course,
* the recommendations are adapted to the learner's profile and objectives (discovery, revision, expertise).

The aim of the TEA-TIME project is to complement the functional possibilities of the COMPER framework for learners and teachers by adding other services:
* a learning planning at both teacher’s and student’s scale,
* a global view of the learning process in dashboards dedicated to learners and teachers,
* an explanation engine of AI-based profile evaluation and recommendation systems, in order to justify automatic decisions at a proper complexity level for the targeted user,
* a diagnostic system for teachers to allow them to analyze how the AI systems they configured are exploiting the elements they have designed, in order to correct potential configuration flaws.
All these tools will be tested to analyze the uses and usefulness of the services, the acceptability and appropriation factors, and the representations.
These experiments should enable the re-design of services, but also define :
* a modeling of ACA-AR consistent with the modeling of hybrid devices,
* a model of uses,
* the factors of acceptance and appropriation of these educational devices by teachers and learners.
These experiments should enable the redesign of services, but also define :
* a model of ACA-AR consistent with the models of hybrid learning,
* a model of uses,
* the factors of acceptance and appropriation of these educational devices by teachers and learners.

Secondly, and in parallel, the aim is to contribute to formal models and pedagogical proposals enabling these strategies to be applied to support autonomous professional development (in self-training) and the rise in digital maturity of teachers:
* a model of teacher digital maturity, TEA-TIME, inspired by TPACK and DigCompEdu and which integrates professional practices associated with the exploitation of AI methods, the implementation of SRL principles and competency-based approaches,
* a maturity diagnosis method adapting the principles of the competence profile (calculation, visualization) to the expectations and needs of teachers,
* an ACA-AR adapted for their self-training and usable in ENT One and Neo (primary and secondary education) and Moodle (higher education). The principles, models and the ACA-AR will be designed in collaboration with teachers from the three sectors,
* information and training resources.

Scientifically, the ambition is to contribute to the issues of AIX (Artificial Intelligence eXperience), LA (Learning Analytics) and TA (Teaching Analytics), and the sociology of educational uses.
On the societal level, the ambition is to contribute to the issues of an enlightened and responsible deployment of digital technology in education, and the professional development of teachers.