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Drawing on daily individual reflections, group reflections, and post-camp interviews, it is found that teachers' adaptive practices of repair, differentiation, translation, and balancing sit at the intersection of three tensions (technology, learner, and instruction).
Teachers are increasingly using generative AI to support instruction, yet it remains unclear how pedagogical intentions are translated into chatbot configurations and reflected in chatbot behavior. We studied a teacher-facing chatbot authoring tool in professional development workshops with 27 middle school teachers, a...
A chatbot-building environment with adjustable trust-relevant traits, describing what children believe makes a chatbot trustworthy, is developed, and seven design dimensions describing what children believe makes a chatbot trustworthy are identified.
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