Methodological, Technological, and Epistemological Consequences of AI-assisted Teacher Self-studies

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 2
  In Roundtable Session: Self-Studies Exploring Futures & Opportunities: AI, Equity, and Uncertainty

Abstract

As technology use is not neutral and could either improve or damage self-study reports, we investigate the methodological question whether AI has a place in teacher self-study methodology. Using Paulus and Lester’s digital reflexivity framework, we examined empirical records of a Filipino self-study project that was recorded on and mediated with ChatGPT. We found that AI usage led to subtle influences on trustworthiness, teacher cognition, relationships, and knowledge, not all necessarily positive. We introduce the methodological move of ignoring, which becomes a vital step in ensuring that the humanity of the self-study researcher is central and not overtaken during AI use. We also offer some recommendations for teachers or teacher educators who wish to integrate AI in a self-study assemblage.

Authors

• Le Grande Dolino, Indiana University

• Bench Go Fabros, Central Luzon State University

• Jingyun Wu, Indiana University

• Esther Kataate Namakula, Indiana University