Examining K-12 Teachers’ Practices and Barriers in Integrating Generative Artificial Intelligence

• In Event: Instructional Technology in the Age of AI

Abstract

Despite the growing body of research on developing K-12 teachers’ generative AI (GenAI) knowledge and skills, its integration into daily teaching practices remains underexplored. This study examined the practices and barriers encountered by 84 U.S. teachers in integrating GenAI. Analysis of survey responses revealed that, unlike the widespread classroom integration patterns observed with general educational technologies, teachers in our study prioritized using GenAI for out-of-classroom duties (i.e., lesson preparation, assessment, and administrative tasks) rather than for supporting real-time teaching and learning. Key barriers included undervaluing GenAI’s educational affordances (i.e., technology value beliefs), reducing human interaction in instruction (i.e., pedagogical beliefs), lack of policies and guidance, and ethical concerns. Implications for developing support systems to facilitate teachers’ GenAI integration were discussed.

Authors

• Yin Hong Cheah, University of Idaho

• Jingru Lu, University of Idaho

• Juhee Kim, University of Idaho

• Elizabeth Wargo, University of Idaho

• Taylor Raney, University of Idaho