In the Twilight Zone: K-12 Educators and Educational Technology in the Fourth Industrial Revolution

Abstract ―​

This paper examines the attitudes and perceptions of educators in the Southeastern United States regarding the integration of technology in education. Rogers’s (1962) diffusion of innovations theory served as the theoretical framework for this study, as it allows for the examination of adoption elements and innovation diffusion. Rogers’s theory established a concrete, usable framework for multiple research disciplines. The introduction of new technology does not guarantee a positive reception from educators. Prior researchers have indicated that although there is a desire to integrate technology, educators struggle with obstacles, including confidence, competence, and access. A significant contribution of this research is that it provides stakeholders and policymakers with a deeper understanding of educators' perceptions regarding the integration of technology. We view educational technologies as a precursor to Artificial Intelligence (AI) and the Fourth Industrial Revolution. Future research should closely examine the role of AI, including the attitudes and perceptions of educators, to gain a deeper understanding of its impact on education. Specific AI tools should be evaluated in consideration of educators' comfort levels and confidence in their usage. For most educators in the USA, the Fourth Industrial Revolution marks a twilight zone about educational technology as the reality of AI radically shifts the educational landscape and the role of teachers.