Generative artificial intelligence in teaching and learning: Concerns, practices, and supporting students use

As generative artificial intelligence (GAI) expands in complexity, offers diverse applications (i.e., text, graphics, sounds, music), and grows easier to access, it will inevitably impact K-12 teaching and learning. To document the phenomenon, we conducted a cross-sectional exploratory research proj...

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Veröffentlicht in:The Journal of educational research (Washington, D.C.) Jg. 118; H. 6; S. 535 - 546
Hauptverfasser: Nadelson, Louis S., Walthall, Brandy, Faidley, Evan W., Filer, Janet
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Bloomington Routledge 02.11.2025
Taylor & Francis Inc
Schlagworte:
Adopting Innovation
Artificial intelligence
Demography
Elementary Secondary Education
Ethics
Generative Artificial Intelligence
School Demography
Students
Teacher Change
Technology in Teaching and Learning
ISSN:0022-0671, 1940-0675
Online-Zugang:Volltext
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Zusammenfassung:As generative artificial intelligence (GAI) expands in complexity, offers diverse applications (i.e., text, graphics, sounds, music), and grows easier to access, it will inevitably impact K-12 teaching and learning. To document the phenomenon, we conducted a cross-sectional exploratory research project to document how teachers used GAI, how they supported their students' GAI use, their concerns and ethical considerations, and differences in these variables based on personal and professional demographics. We surveyed 131 K-12 teachers and found they tended to use GAI for a wide range of applications, were supporting their students' GAI use, including providing them with guidelines, had little or no GAI-related professional development, and differed in their GAI engagement by several personal and professional demographics including school location and grade level taught. We concluded the participants found value added in the use of GAI and perceived benefits for their students, as well as some ethical concerns.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2025.2511229