Exploring Teachers’ Pedagogical Practices and Experiences of Integrating Artificial Intelligence Into Teaching: A Case Study

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Contemporary Technology Topics in Teacher Development (Table 18)

Abstract

This exploratory study investigates science teachers’ practices and experiences with an AI-supported science learning system, encompassing scientific inquiry, automatic scoring, and teacher supports. The findings revealed one novel perceptions of AI’s roles among teachers: an interactive collaborator. This perception is highly associated with teachers’ practices with AI system: the AI-powered features in the system offered substantial support to teachers, while teachers actively engaged with and supported AI. Changes emerged in classroom interactions: personalized instruction, data-driven pedagogy, and shifts in teachers’ roles. This study suggests that AI integration can revolutionize teacher-technology interactions, forming teachers’ collaborative and reciprocal partnerships with AI systems, beyond the traditional supportive role of educational technologies. Implications for AI-powered pedagogical agent design and teacher-AI relationships will be discussed.

Authors

• Lehong Shi, University of Georgia

• Ai-Chu Elisha Ding, University of Georgia

• Ikseon Choi, Emory University