K-12 English Language Arts teachers show strong interest in AI tools for personalized learning but require comprehensive professional development and ethical guidelines to effectively integrate these technologies into their classrooms.
Objective: The main goal of this study was to examine how K-12 English Language Arts (ELA) teachers perceive and experience the integration of writing assistance and lesson planning AI tools in their classrooms. The researcher aimed to investigate the extent to which teachers are currently using AI tools, identify perceived barriers to implementation, and understand what specific functionalities these tools provide for daily classroom practices in K-12 ELA education.
Methods: This qualitative study employed a transformative research design using survey methodology to collect both quantitative and qualitative data. The researcher distributed an online survey through Qualtrics to 70 K-12 ELA teachers in an urban school district in Georgia. The survey instrument was adapted from three previously validated surveys and included demographic questions, Technology Acceptance Model (TAM)-based questions using Likert scales, and open-ended questions exploring teacher experiences and perceptions. Data collection involved both closed-ended questions measuring AI familiarity, usage frequency, and perceived barriers, as well as qualitative questions allowing teachers to elaborate on their experiences. The researcher conducted thematic analysis on qualitative responses and descriptive statistical analysis on quantitative data to identify patterns and themes related to AI integration in ELA classrooms.
Key Findings: The study revealed several significant findings about AI integration in K-12 ELA classrooms. Seventy-six percent of teachers reported using writing assistance and lesson planning AI tools regularly, with ChatGPT and AI image generators being the most popular tools. Teachers demonstrated moderate familiarity with AI (mean score 3.6 on a 5-point scale) but showed high interest in learning more about AI applications (mean score 4.2). The primary benefits identified included enhanced personalized learning experiences, improved differentiation capabilities, streamlined lesson planning, and more efficient feedback provision to students. Teachers particularly valued AI's ability to quickly adapt learning materials to individual student needs and create multiple versions of assignments with varying difficulty levels.
However, significant barriers emerged, with 55% of respondents citing lack of knowledge about AI tools and 48% mentioning insufficient training opportunities. Technical concerns included student privacy issues (32% of respondents) and fears about AI replacing teachers (28%). Ethical considerations were prominent, with teachers expressing concerns about student plagiarism, inherent bias in AI algorithms, and the need for responsible use guidelines. Teachers emphasized the importance of maintaining human elements in education while leveraging AI's capabilities.
Four main themes emerged from thematic analysis: AI's potential to enhance classroom practices, ethical concerns requiring attention, the irreplaceable value of human interaction in education, and the critical need for comprehensive teacher training and support.
Implications: This research contributes significantly to the growing body of literature on AI in education by providing specific insights into K-12 ELA contexts. The findings suggest that while AI tools hold substantial promise for personalizing learning and improving instructional efficiency, successful implementation requires careful consideration of ethical implications and comprehensive professional development. The study supports the development of AI literacy curricula and the establishment of clear guidelines for ethical AI use in educational settings. The research indicates that teachers view AI as a complementary tool rather than a replacement for human instruction, emphasizing the importance of maintaining teacher agency in AI integration decisions.
Limitations: Several limitations constrain the generalizability of this study. The relatively small sample size of 70 teachers from a single urban Georgia school district limits broader applicability to diverse educational contexts. The research relied primarily on self-reported data through surveys, which may be subject to response bias or social desirability effects. The study did not include classroom observations, which could have provided valuable insights into actual AI implementation practices versus reported usage. Additionally, the geographical scope was limited, potentially restricting findings' relevance to rural districts or other regions with different technological infrastructure and support systems.
Future Directions: The researcher recommends several areas for future investigation. Longitudinal studies tracking the long-term impacts of AI integration on student learning outcomes in ELA are critically needed. Qualitative case studies involving classroom observations and teacher interviews could provide deeper insights into implementation processes and challenges. Research should expand to examine AI tool effectiveness across diverse educational settings, including rural and suburban districts. The development and evaluation of ELA-specific AI tools designed to address unique disciplinary needs represents another important research direction. Additionally, studies investigating optimal professional development models for AI integration and the development of comprehensive ethical frameworks for AI use in education are essential for advancing the field.
Title and Authors: "Pedagogy and AI: A Qualitative Inquiry into Implementation Strategies for Using Writing Assistance and Lesson Planning AI Tools in the K–12 English Language Arts Classroom" by Ashley McLain.
Published on: May 2025
Published by: University of Louisiana Monroe (Doctoral Dissertation)