Teachers’ Conceptualization of the Role of AI in Promoting Equity

• In Event: Artificial Intelligence (AI) for Cognition and Learning

Abstract

The present study examined teachers’ conceptualization of the role of AI in promoting equity as part of a larger project for the development of a natural language processing (NLP) tool that assesses middle school students’ scientific explanation writing. Our overall research question was: How do teachers conceptualize AI as a tool of (in)equity? Three secondary teachers who teach science or STEM were recruited from a two-day codesign workshop in which teachers learned about AI in general and the project’s NLP tool and designed their implementation studies with the project team. Teacher data were collected from audio-recorded conversations during their engagement with the two-day codesign workshop, pre- and post-workshop surveys, and individual interviews. Themes emerged from qualitative coding are discussed.

Authors

• ChanMin Kim, Pennsylvania State University

• Rebecca J. Passonneau, Pennsylvania State University

• Sadhana Puntambekar, University of Wisconsin - Madison