Power Wu
Dean, Global TEAM Model Education Research Institute
E-mail：power.aclass@gmail.com
Jen-Kai Liang
President, Taiwan Technology Leadership and Instructional Technology Development Association
E-mail：steven@habook.com
I-Hua Chang
Professor, Department of Education, National Chengichi University
E-mail：ihchang@nccu.edu.tw
Abstract
With the rapid advancement of artificial intelligence (AI) and educational technology, digital tools have gradually evolved from instructional aids into essential systems that support instructional decision-making and the professional development of educational leaders. Through the integration of learning analytics and AI technologies, educators are now able to collect and analyze classroom learning data in real time, thereby optimizing instructional decisions and enhancing learning quality. This study takes an educational leadership training program organized by the Taipei City Department of Education as the research context and examines the application effectiveness of the HiTeach AI classroom teaching system and the AI Socrates classroom analytics system in supporting educational leadership professional development and classroom observation.
This study employed instructional demonstrations, system operation experiences, case analyses, questionnaire surveys, and open-ended feedback to collect participants’ perceptions of AI-supported classroom teaching tools, including their usability, application in classroom observation, and future adoption intentions. In addition to descriptive statistics, the quantitative data were further analyzed using one-sample t-tests, with the midpoint of the five-point Likert scale, 3, set as the test value, to examine whether participants’ evaluations of each dimension were significantly higher than the neutral level.
The findings indicate that participants held positive perceptions of the HiTeach AI system and the AI Socrates classroom analytics system in terms of system operation experience, understanding of AI-assisted teaching, perceived impact on teacher professional development, feasibility of AI implementation in education, and overall training effectiveness. The one-sample t-test results further showed that the mean scores of all dimensions were significantly higher than the midpoint of the five-point scale. Qualitative feedback also suggested that the AI classroom analytics system helped enhance classroom interaction analysis, real-time feedback, instructional diagnosis, and professional dialogue. Overall, the findings suggest that AI classroom analytics tools can support educational leaders in conducting classroom observations and making data-driven decisions, thereby contributing to the development of evidence-based instructional improvement models.
Keywords：AI-assisted classroom instruction, HiTeach, educational leadership, AIsupported learning analytics, educational technology