Document Type
Research Brief
DOI
10.5703/1288284318571
Start Date
10-11-2025 12:00 AM
Description
Artificial Intelligence (AI) has taken the education field by storm. Yet mixed messages have left educators uncertain about how to approach the technology in practice. This pilot study examined how K-12 in-service teachers use AI tools in their teaching and how they characterize their experiences. Eight participants from a suburban midwestern U.S. school engaged in open-ended interviews about their use of AI, their platform of choice, and their perceptions of the benefits. Findings show that teachers primarily used ChatGPT to generate rubrics, create content-specific material, produce video transcripts, and draft or refine parent emails. These findings suggest that teachers are adopting AI tools to enhance their practice despite the absence of school policies underscoring the need for coherent guidelines to reduce uncertainty and maximize benefits.
Artificial Intelligence in Teacher Practice: Insights from a Pilot Study
Artificial Intelligence (AI) has taken the education field by storm. Yet mixed messages have left educators uncertain about how to approach the technology in practice. This pilot study examined how K-12 in-service teachers use AI tools in their teaching and how they characterize their experiences. Eight participants from a suburban midwestern U.S. school engaged in open-ended interviews about their use of AI, their platform of choice, and their perceptions of the benefits. Findings show that teachers primarily used ChatGPT to generate rubrics, create content-specific material, produce video transcripts, and draft or refine parent emails. These findings suggest that teachers are adopting AI tools to enhance their practice despite the absence of school policies underscoring the need for coherent guidelines to reduce uncertainty and maximize benefits.