Teacher Perceptions of Artificial Intelligence in the Classroom: A Basic Qualitative Study

Abstract

The fast development and spread of artificial intelligence (AI) in the education field is prompting educational stakeholders to study how new AI technology will influence teaching and learning. The problem is the lack of teacher knowledge of artificial intelligence (AI) due to limited pedagogy, leaving teachers unprepared to address the new technology. The purpose of this basic qualitative study was to explore the use of AI in the classroom and its influence on teaching and learning in a secondary school setting. More research is needed to understand the perceptions teachers have of AI and its influence on teaching and learning. The connectivism and constructivism learning theories were used as the framework to guide this study. The research questions sought to identify the perceptions teachers have of AI and its influence on teaching, learning, curriculum, and instruction. A basic qualitative research design was used to study a target population of approximately 50 teachers. Interview protocols and a questionnaire were used to collect data from a sample size of 15 secondary public school teachers. The data were analyzed using thematic analysis with assistance from the NVivo 14 software. The findings of the study revealed four major themes: AI integration in the classroom, perceived benefits and challenges, updating teaching pedagogy, and professional development needs. The findings and results of this study will help to develop effective AI teaching pedagogy, so teachers can implement AI tools to improve curriculum, instruction, and student learning.