Teachers’ Views on Integrating AI in K-12 Education: Insights from East Tennessee

• In Event: Building Teacher Capacity for AI: Self-Efficacy, Pedagogy, and Professional Development

Abstract

Fourteen East Tennessee teachers representing eight schools in a rural school district participated in this study to share their perceptions and attitudes towards integrating AI in K-12 education. Teachers completed a survey, individual interview, and focus group discussions. Descriptive and thematic analyses of their responses indicated that while teachers reported familiarity and optimism with the potential of AI to transform education, they expressed hesitancy with integrating AI in their practice. Teachers also reported concerns about students’ overreliance on technology and AI’s impact on critical thinking skill development. Notably, teachers requested a need for clearer guidelines and policies, and professional development opportunities at the district and school levels on using AI in education. Practical implications for practice are discussed.

Authors

• Rachel Min Wong, University of Tennessee

• Joan Williams, University of Tennessee

• Sondra LoRe, STEM Program Evaluation, Assessment & Research (SPEAR)

• Lynn L. Hodge, University of Tennessee

• Catherine Schuman, University of Tennessee