“Filled Registers and Empty Brains”: Teachers’ Perception of and Engagement with the Use of AI in and Outside the Classroom

• In Event: Reimagining Pedagogical Tools and Practices

Proposal

Artificial intelligence (AI) is rapidly transforming various sectors (Espina-Romero et. al., 2023), and education is no exception (Chen et.al, 2020). While AI promises to enhance educational practices by augmenting teacher capabilities and personalizing student learning (Zhai et al., 2021), it also introduces challenges—especially in terms of equitable access (Holstein & Doroudi, 2022) and pedagogical shifts (Luckin and Holmes, 2016). As AI becomes more prevalent in classrooms, it is critical to understand how teachers perceive and interact with these technologies. This paper explores the ways teachers engage with AI, their experiences using AI in their teaching, and the tensions that arise between its benefits and challenges. More specifically, we ask the following questions
What are teachers' perceptions of AI and its role in education?
How have teachers incorporated AI into their teaching practices, if at all?
What challenges or opportunities do teachers see AI creating in their classrooms?

Theoretical Framework
To address these questions, we draw on three complementary theoretical frameworks to create a comprehensive approach for analyzing teachers’ experiences with AI. First, the Human-AI Interaction Framework (Holstein, 2020) explores how AI can augment human actions, particularly in decision-making, scalability, and support, helping us understand how teachers use AI to enhance productivity and classroom decisions. Second, the Social Constructivist Approach (Kim, J., 2001) emphasizes the role of culture and context in constructing knowledge, positioning AI as a tool that shapes and is shaped by the socio-cultural dynamics of the classroom. Finally, Teacher Agency Theory (Biesta et al., 2015) highlights how teachers' beliefs influence their autonomy and decision-making. By integrating these perspectives, We aim to create a cohesive framework that captures how AI interacts with and impacts teachers' professional practices.

Data and Analysis
To investigate multiple experiences and perceptions of AI in education, we conducted semi-structured interviews with 20 school teachers recruited using Purposive and Snowball Sampling (Lune & Berg, 2011). Each interview, lasting approximately 45 minutes, explored teachers' perceptions of AI, their experiences with AI in teaching, and their views on its potential to support or disrupt education. The semi-structured format allowed for in-depth exploration of personal insights while providing flexibility to uncover emergent themes. The data was analyzed using thematic analysis (Braun & Clarke, 2012), which allowed us to explore both the technical aspects of AI use and the broader social and pedagogical dynamics in classrooms.




Key Findings
Our analysis revealed several key themes that reflect both the opportunities and challenges teachers face when engaging with AI.
Diverging Opinions on AI Use: While many found AI useful for enhancing their own productivity—such as automating administrative tasks and supporting classroom management—these same teachers expressed concerns over students’ use of AI. They worried that AI might enable students to bypass deeper learning by relying too heavily on automated tools, leading to “filled registers and empty brains”.
Support vs. Replacement: A tension emerged regarding AI’s role in supporting versus replacing aspects of teaching. Teachers appreciated AI’s ability to assist them in managing classroom workload but simultaneously expressed concern that it might replace fundamental learning processes for students. This paradox highlights a broader concern about whether AI is empowering teachers or undermining traditional education.
Equity and Access: Another important theme was the issue of equity. Teachers noted that while AI could potentially democratize access to learning resources, it also risked exacerbating inequalities. Students with greater access to AI tools could develop a superficial understanding of subjects, leaving those without access at a disadvantage.
Pedagogical Shifts: Finally, teachers reported feeling pressured to adapt their pedagogical strategies to work “beyond” AI. They recognized that AI could make classrooms more interactive, but also noted the need to revise their teaching practices to ensure that students engage in deeper, critical thinking rather than simply relying on AI-generated answers.

Discussion
These findings highlight the complex relationship between teachers and AI in education. While AI enhances teacher productivity and introduces innovative learning tools (Kim, J., 2024, it also challenges traditional pedagogy and the integrity of student learning. One critical discussion point is the tension between AI’s potential to support teachers and its perceived role as a disruptive force in the classroom. Teachers expressed concern that AI might shift education towards a more “production-centered” model, where the focus is on outputs rather than the process of learning itself. This shift raises important questions about how AI is reshaping not just instruction but the very nature of pedagogy.
The findings furthermore suggest that while AI could offer equitable access to learning tools, it might also reinforce existing disparities, as teachers report a noticeable gap in students’ actual skills and their AI-augmented skills. These concerns point to the need for policies and interventions that ensure AI tools are used equitably and ethically.
Implications
The implications of this study are significant for both educational practice and policy.
Pedagogical Reframing: Teachers will need to reconsider their roles and adapt their pedagogies to work alongside AI, rather than in opposition to it. This shift requires a reorientation towards co-constructive learning models that leverage AI to support, rather than replace, critical thinking and creative problem-solving.
Equitable Access: Policymakers must address the equity challenges AI introduces by ensuring that all students have access to these technologies and that AI tools are used to bridge gaps, not widen them.
Teacher (Continous) Professional Development: Schools and educational systems must provide teachers with the training and support needed to navigate AI integration effectively. Teachers need robust frameworks that help them resolve the contradictions they encounter in AI use and help them reframe these technologies as allies in the learning process.

Authors

• Tarang Tripathi, University of California, San Diego

• Smriti R. Sharma, Aawaaz Foundation

• Vatsala Singh, Aawaaz Foundation

• Divya Yadav, Aawaz Education Services

• Chandraditya Raj, Aawaaz Foundation

• Palaash Bhargava, Columbia University