Teaching Mathematics Integrating Intelligent Tutoring Systems: Investigating Prospective Teachers' Concerns and TPACK

Intelligent tutoring systems (ITSs) have drawn researchers' attention as a means of providing personalized learning content, adaptive feedback, and instructional strategies based on students' characteristics and learning needs. Few studies, however, have explored how prospective and practicing teachers integrate ITSs into their lessons. This study examines the relationships among prospective teachers' concerns about the ITSs, their positioning of an ITSs when planning a math lesson, and their technological, pedagogical, and content knowledge (TPACK). The results indicate that the prospective teachers were intensively concerned with informational and personal aspects regarding ITSs and somewhat interested in modifying ITS-integrated teaching practices. The prospective teachers tended to assess themselves as having a high level of knowledge related to pedagogy but less knowledge about pedagogy and technology. Furthermore, the prospective teachers were more likely to position the ITSs as a servant than as a partner. When positioning the ITSs as a partner, they tended to plan their lessons based on in-the-moment student data provided by the ITS. In addition, the prospective teachers who positioned the ITS as a partner expressed more concern about modifying the ITSs and recognized that they had higher TPACK than those who positioned it as a servant.