AI in the Classroom: EdTechification and Teacher Displacement

• In Event: Sociology of Education Section Roundtables
  In Refereed Roundtable (60 minute): Table 16. AI for Teaching and Learning

Abstract

Academic learning loss and the rise in online learning caused by COVID-19, combined with recent advancements in educational technologies (ed tech) powered by generative AI, have created an environment ripe for the widespread adoption of ed tech. Whether these technologies are viewed as augmenting or automating the roles of teachers, and therefore whether they may supplement or supplant educators, is a key question. Drawing on the sociological and economic literature on gentrification, where the influx of wealthier residents and capital into low-income neighborhoods results in the displacement of historic residents and the transformation of neighborhood culture, this article advances the conceptual framework of EdTechification, where the adoption of educational technologies displaces educators (literally or functionally) and produces fundamental changes in the culture of schools and classrooms. Extending the rent-gap theory to this phenomenon, we theorize that schools and districts that have low current ed tech adoption, are low-performing, and are low-income are most at risk for EdTechification.
We use this EdTechification framework to guide interviews with high school teachers of college-level courses (n = 102), examine their perceptions of the prevalence, risks, and rewards of ed tech adoption, and explore associations between school characteristics and their perceptions. Although we find few instances of teachers being outright replaced by ed tech, teachers report growing pressure to adopt ed tech to augment their instruction and negative impacts on classroom culture. Additionally, teachers do report examples of the functions of other educators being replaced by ed tech, such as educational aides, diagnosticians, and even school counselors. Finally, we find suggestive evidence that under-resourced schools are more likely to experience EdTechification pressures. We discuss the implications of this study and the EdTechification framework more broadly for guiding future research on how and why schools adopt (or resist) ed tech.

Authors

• Matt Giani, University of Texas at Austin

• Madison Andrews, The University of Texas at Austin