Teachers’ Perspectives and Use of Artificial Intelligence in Pedagogy
Abstract
Artificial intelligence (AI) can be used in pedagogy in infinite ways. Specifically, AI provides a wide body of information quickly to support a variety of teachers’ needs such as planning, delivery, and feedback to facilitate deep learning. However, little is known about how artificial intelligence tools are integrated in schools. The purpose of this basic qualitative study was to explore how teachers integrate artificial intelligence tools in pedagogy. The conceptual framework was Venkatesh‘s Unified Theory of Acceptance and Use of Technology. Two research questions guided the study: What are teachers’ perspectives of AI in education, and how do teachers integrate AI in pedagogy? I conducted semi-structured interviews with 11 participants who taught in a K-12 learning environment for more than 2 years and used AI tools in their teaching practice. Six key findings emerged from the study under two themes - that artificial intelligence supports teachers both professionally and personally. Regarding professional support, I found that teachers perceived artificial intelligence as beneficial for supplementing the curriculum, generating ideas for instruction, assessment, and providing feedback. Regarding personal support, I found that utilizing artificial intelligence in pedagogy helped teachers alleviate burnout and teacher-related stress. This study supports the scholarly conversation about how teachers utilize artificial intelligence in instructional design to support teachers’ agency.
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