A Survey of K-12 Teachers' Perspectives on Teaching with Generative Artificial Intelligence
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| Title: | A Survey of K-12 Teachers' Perspectives on Teaching with Generative Artificial Intelligence |
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| Language: | English |
| Authors: | Gary Andersen, Sohyun Yang |
| Source: | Advocate. 2025 30(2). |
| Availability: | The Advocate. Available from: New Prairie Press, Center for the Advancement of Digital Scholarship, Kansas State University Libraries. 2123 College of Business Administration, Manhattan, KS 66506. Web site: https://atekan.weebly.com/journal.html; Web site: https://newprairiepress.org/advocate/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Artificial Intelligence, Teaching Methods, Technology Uses in Education, Teacher Behavior, Barriers, Thinking Skills, Teacher Education Programs, Graduate Students, Online Courses, Masters Degrees |
| ISSN: | 2637-4552 |
| Abstract: | This study investigated K-12 educators' perceptions of generative artificial intelligence (GenAI) in teaching and learning, examining how teachers use and evaluate GenAI tools in relation to student thinking and classroom practices. Grounded in Bloom's Taxonomy (1956) and Ritchhart's (2015) Cultures of Thinking framework, the survey of 73 teachers revealed that while most participants use GenAI for instructional design and administrative efficiency, far fewer employ it to foster higher-order cognitive processes such as application, analysis, and evaluation. Teachers reported benefits in lesson planning and differentiation but expressed concerns about accuracy, ethics, and overreliance. Findings highlighted a critical need for professional development that integrates technical proficiency with pedagogical strategies for using GenAI to promote application, critical thinking, and deeper student learning. The study underscores that GenAI's educational potential remains underrealized without intentional alignment to human-centered teaching goals. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492938 |
| Database: | ERIC |
| Abstract: | This study investigated K-12 educators' perceptions of generative artificial intelligence (GenAI) in teaching and learning, examining how teachers use and evaluate GenAI tools in relation to student thinking and classroom practices. Grounded in Bloom's Taxonomy (1956) and Ritchhart's (2015) Cultures of Thinking framework, the survey of 73 teachers revealed that while most participants use GenAI for instructional design and administrative efficiency, far fewer employ it to foster higher-order cognitive processes such as application, analysis, and evaluation. Teachers reported benefits in lesson planning and differentiation but expressed concerns about accuracy, ethics, and overreliance. Findings highlighted a critical need for professional development that integrates technical proficiency with pedagogical strategies for using GenAI to promote application, critical thinking, and deeper student learning. The study underscores that GenAI's educational potential remains underrealized without intentional alignment to human-centered teaching goals. |
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| ISSN: | 2637-4552 |
