Hillary Walker
Biographic Data
| ID | 7528678 |
|---|---|
| NAME | Hillary Walker |
| GIVEN NAMES | Hillary |
| FAMILY NAME | Walker |
| SIGNATURE | WALKER H |
| AFFILIATIONS | Graduate School of Education University of California Berkeley Berkeley California USA |
| ORCID | 0000-0002-2223-1008 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Opening the ‘Can of Worms’
Educators hold diverse beliefs and attitudes about generative artificial intelligence (AI). Irrespective of their stance, many acknowledge AI's growing influence and the pressing need for greater AI literacy. In this case study, we draw on Davis's (1989) technology acceptance model (TAM) to examine how two English teachers, Fiona and Margot, arrived at different enactments of AI literacy. Using qualitative methods, we found that Fiona was primari…
Beyond CheatBots
As artificial intelligence (AI) is increasingly integrated into educational technologies, teachers and students must acquire new forms of AI literacy, including an understanding of responsible use of AI. In this study, we explored tensions in teachers’ and students’ opinions about what constitutes learning and cheating with AI. Using qualitative methods, we asked Pre-K through postsecondary writing teachers (n = 16) and a linguistically diverse g…
No prominent works on this page.
Beyond CheatBots
As artificial intelligence (AI) is increasingly integrated into educational technologies, teachers and students must acquire new forms of AI literacy, including an understanding of responsible use of AI. In this study, we explored tensions in teachers’ and students’ opinions about what constitutes learning and cheating with AI. Using qualitative methods, we asked Pre-K through postsecondary writing teachers (n = 16) and a linguistically diverse g…
Opening the ‘Can of Worms’
Educators hold diverse beliefs and attitudes about generative artificial intelligence (AI). Irrespective of their stance, many acknowledge AI's growing influence and the pressing need for greater AI literacy. In this case study, we draw on Davis's (1989) technology acceptance model (TAM) to examine how two English teachers, Fiona and Margot, arrived at different enactments of AI literacy. Using qualitative methods, we found that Fiona was primari…
Mathematics education (2 works) · Online Learning and Analytics (2 works) · Pedagogy (2 works) · Psychology (2 works) · Academic integrity and plagiarism (1 work) · Artificial Intelligence in Healthcare and Education (1 work) · Cheating (1 work) · Educational Games and Gamification (1 work) · Literacy (1 work) · Perception (1 work)