Abstract
This qualitative practitioner research study explored the attitudes and perceptions of administrators and teachers in a high-performing Midwestern school district regarding the integration of artificial intelligence (AI) in K-12 education. While AI has rapidly emerged as a transformative force in society, its implementation in schools remains inconsistent, with limited policies, training, and usage. Semi-structured interviews with nine educators (three principals and six experienced teachers) revealed widespread interest in AI, but also significant uncertainty and uneven adoption. Educators reported using AI for administrative and instructional tasks, such as grading and resource generation, yet expressed concern over student overreliance and diminished critical thinking. Findings highlight a lack of formal policies, minimal familiarity with AI tools, and sporadic professional development opportunities. In response, the researcher, along with colleagues, initiated immediate changes to university-level course content and began offering both University faculty and K-12 educators professional development on AI. This study emphasizes the urgent need for comprehensive educator preparation in AI integration both at the preservice and professional levels and suggests future research expand to more diverse contexts to inform broader policy and practice.
Streaming Media
Recommended Citation
Huss, John A.. (). Making AI an Intelligent Tool for Our Schools: Using the Perceptions of Administrators and Teachers in a Midwestern School District to Help Shape Our Educator Preparation Program. i.e.: inquiry in education: Vol. 18: Iss. 1, Article 3.Retrieved from: https://digitalcommons.nl.edu/ie/vol18/iss1/3