TEACHERS EXPERIENCES WITH AI DRIVEN LEARNING TOOLS

Abstract

Background and Purpose: Since the introduction of artificial intelligence (AI) in education systems, many teaching and learning practices have changed in more personalized ways, and have transformed the instruction, assessment, and classroom management processes in education. However, there has been limited understanding of how educators to utilize an increasingly designed AI educational learning tool. This study investigates teachers’ lived experiences, adoption, and challenges concerning the tool and learning technology to inform how best we can integrate AI in education systems and understand the implications for teaching and professional practice.

Methods: This involved qualitative research, which entailed thematic analysis of semi-structured interviews conducted with educators from different educational context and settings. This research focused on understanding the narratives’ opportunities and barriers as articulated in the tensions the educators described in the diverse context and the AI learning tool.

Key Findings: AI educational learning tools has the potential to assist in individualized learning, perform administrative tasks, and give educators insights on the progress of students. However, issues on trust, technology over-reliance, training gaps, and ethics concerns on data privacy and fairness were highlighted as reasons to justify the value of AI learning education tools. Findings suggest there is strong AI educational learning tools value to assist with innovative teaching when juxtaposed with the difficulty of tool transformed instruction and the associated responsibilities that come with the tool integration and innovation.

Conclusion: The experiences of teachers highlight the importance of thoughtfully incorporating AI into education in ways that complement, rather than supplant, human insight and decision-making in the classroom. The embraced “effective” professional development that “works” policies, and ethics, in practice, form the basis of meaningful and sustainable integration. This research builds on the articulation of AI in education, the focus of which is on teachers, and the contribution advocates for decision makers, designers, and leaders in education.