Artificial Intelligence in the Classroom: How Teachers Adapt, Resist, and Legitimize AI Use

• In Event: 21020 - Section on Sociology of Education Roundtables
  In Refereed Roundtable (60 minute): Table 1: Science, Technology, and Education

Abstract

The integration of generative artificial intelligence (AI) into K-12 education is rapidly evolving, raising both optimism and concern. While AI promises to streamline administrative tasks and enhance personalized learning, questions remain about its pedagogical legitimacy and ethical implications. This study examines how elementary school teachers navigate AI adoption, highlighting the interplay of institutional structures, teacher agency, and social legitimacy in shaping AI’s role in the classroom. Using an in-depth qualitative case study of an urban elementary school, this research explores how teachers integrate AI into their professional routines, determine the acceptability of AI applications, and negotiate emerging norms. Findings indicate that teachers predominantly use AI for lesson planning, communication, and differentiation, leveraging its efficiency while maintaining professional control over instructional decisions. However, AI’s direct use by students remains contentious; many educators express concerns about academic integrity, over-reliance, and accuracy, resulting in cautious or limited implementation. Despite the absence of formal AI policies, teachers act as de facto regulators, collectively shaping AI’s legitimacy through peer discussions and informal guidelines. This bottom-up process of technological legitimation underscores the role of teacher networks in determining acceptable AI use. Findings suggest that AI’s adoption depends not only on institutional mandates but also on how well it aligns with existing teaching cultures, professional norms, and perceived pedagogical value.

Author

• Anderson Neal de Andrade, Rutgers University-New Brunswick