Exploring High School Teachers’ GenAI use through the Culturally Responsive Teaching Lens.

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 1
  In Roundtable Session: Beyond the Tools: Equity, Tech, and Global Teacher Learning

Abstract

This pilot study explored how high school teachers in Illinois perceive and use Generative AI (GenAI) tools in relation to Culturally Responsive Teaching (CRT). The study employed a mixed methods survey with 15 teachers to understand their beliefs, pedagogical practices, and confidence in integrating GenAI and how it aligns with Culturally Responsive Teaching and Leading Standards (CRTLS) in Illinois. Findings indicated that while teachers recognized the value of GenAI in brainstorming lesson plan ideas and creating assessments, they expressed limited confidence and use for culturally responsive teaching. This study highlights an important gap at the intersection of GenAI with equitable and inclusive teaching and learning, and calls for teacher professional development and AI literacy through a CRT lens.

Authors

• Rukmini Manasa Avadhanam, University of Illinois at Chicago

• Jolie V. Kennedy, Empire State University - SUNY