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K-12 educators' perceptions of AI and their implications

Stewart, John
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Stewart, John
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Alagic, Mara
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2024-04-26
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Stewart, J. 2024. K-12 educators' perceptions of AI and their implications. -- In Proceedings: 20th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University
Abstract
The study aimed to gauge the perceptions and feelings of 59 K-12 educators on the topic of AI. These educators are employees of a private, college preparatory school in the Midwest United States, and teach all ages of children, from age 4 to 19. At a professional development session in January of 2024, teachers were given the option to participate in a survey. The educators first recorded demographics: teaching experience, age of students taught, and subject they teach. In the following section, teachers answered nine questions about their perceptions of AI – their knowledge, experience, worries, hopes, and needs for how AI can hinder or help them teach. The data were analyzed, and trends on the whole and within the different demographics identified, leading to suggestions for school stakeholders on professional development topics, as well as guidance for departments and divisions. Equipped with this knowledge, educators and school administrators will be able to navigate the current education landscape more effectively by maximizing the positive potential of AI and minimizing the negative, both for the educators using it as an aid in teaching, and for the students using it as a resource in their studies.
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Presented to the 20th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Rhatigan Student Center, Wichita State University, April 26, 2024.
Research completed in the Department of Learning and Instructional Design, College of Applied Studies.
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Wichita State University
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GRASP
v. 20
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https://hdl.handle.net/10057/28052
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Proceedings 2024: 20th Annual Symposium on Graduate Research and Scholarly Projects
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