Constructing the “I” in Artificial Intelligence: Teachers’ Perceptions of ChatGPT in Relation to Cultural Identity

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Technology-Driven Transformations in Teaching and Learning: Equity, Inclusion, and Identity (Table 5)

Abstract

This National Endowment for the Humanities grant-funded study aims to understand the implications and interactions of artificial intelligence (AI) upon preservice teachers’ identities and practices within the diverse contexts of Los Angeles and Hawai‘i. Participants were recruited to complete modules, interact with ChatGPT through a series of identity-focused prompts, and reflect upon interactions. Survey data were analyzed to understand preservice teachers' perceptions of the role that ChatGPT plays in sustaining, sharing, and connecting with their local histories, language(s), and/or culture. Findings surfaced tensions experienced by preservice teachers from underrepresented backgrounds, when positioning ChatGPT as a cultural versus neutral educational tool. Outcomes may inform education communities of context-specific, culturally sustaining, and equitable ways to utilize ChatGPT in classrooms.

Authors

• Cristina Stephany, South Bay Consortium Teacher Induction Program

• K. ʻAlohilani HN Okamura, University of Hawai‘i at Manoa

• Mike Karlin, California State University - Dominguez Hills