Teacher Use of Large Language Models in a Tracked Urban Elementary School: A Grounded Theory Approach

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Teacher Preparation, Pedagogy, and Mentorship (Table 18)

Abstract

This study examines how elementary school teachers at City Elementary, a tracked urban elementary school, adopt large language models (LLMs) in their professional roles. Using a grounded theory approach, it explores how teachers negotiate LLM legitimacy and form professional norms in a stratified educational context. Preliminary findings reveal that LLM use varies by track, with Gifted & Talented teachers using them for enrichment and communication, while General and Dual Language teachers focus on differentiation and translation. Informal peer networks drive experimentation, while institutional barriers hinder adoption. This research highlights LLMs' potential to both alleviate and reinforce inequities, offering actionable insights for equitable technology integration in K-12 education.

Author

• Anderson Neal de Andrade, Rutgers University