Perceptions and Barriers to Adopting Artificial Intelligence in K-12 Education: A Survey of Educators in Fifty States

Abstract

Artificial Intelligence (AI) is making significant strides in the field of education, offering new opportunities for personalized learning and access to education for a more diverse population. Despite this potential, the adoption of AI in K-12 education is limited, and educators’ express hesitancy towards its integration due to perceived technological barriers and misconceptions. The purpose of this study is to examine the perceptions of K-12 educators in all 50 states of the USA towards AI, policies, training, and resources related to technology and AI, their comfort with technology, willingness to adopt new technologies for classroom instruction, and needs assessment for necessary infrastructure, such as reliable internet access, hardware, and software. Researchers analyzed regional differences in attitudes towards AI integration in the classroom. The findings suggest the overall positive perception of AI and openness towards its integration. However, disparities in access to technology and comfort levels with technology exist among different regions, genders, and age groups. These findings suggest that policymakers and educators need to develop targeted strategies to ensure equitable access to technology and AI integration in the classroom. The implications of this work are the need for an authentic STEM model for integrating AI into K-12 education and offer recommendations for policymakers and educators to support the successful adoption of AI in the classroom.

Generative AI Generating Buzz: Volume, Engagement, and Content of Initial Reactions to ChatGPT in Discussions Across Education-Related Subreddits

“…For instance, numerous studies have employed close-ended surveys to explore educators' perceptions of GenAI tools. Mandal and Mete (2023) surveyed 100 secondary school teachers and students, and Woodruff et al (2023) surveyed 4,528 K-12 educators. Although Woodruff et al (2023) had many more participants, their findings were limited due to simple and closed-ended questions.…”

“…Mandal and Mete (2023) surveyed 100 secondary school teachers and students, and Woodruff et al (2023) surveyed 4,528 K-12 educators. Although Woodruff et al (2023) had many more participants, their findings were limited due to simple and closed-ended questions. Several studies have employed mixed-method design to explore the content of their discussions.…”

Role of artificial intelligence in education: Perspectives of Peruvian basic education teachers

“…(18) Por otro lado, en Estados Unidos encontraron que existía una percepción general positiva de la IA y una apertura hacia su integración al proceso de enseñanza -aprendizaje. (19) La implementación de la IA en el ámbito educativo es un tema de creciente interés debido a su potencial para transformar y mejorar los procesos de enseñanza y aprendizaje. En el contexto peruano, entender las perspectivas de los docentes es fundamental para identificar oportunidades y desafíos en la integración efectiva de la IA en el aula.…”

ChatGPT Usage and Attitudes are Driven by Perceptions of Usefulness, Ease of Use, Risks, and Psycho-Social Impact: A Study among University Students in the UAE

“…Second, variability in the ability to get access to novel technologies within and between different societies can put students lacking such an ability at a disadvantage creating a digital divide (Ragnedda and Muschert 2013; Kitsara 2022). Third, AI integration in educational practices requires adaptation from the educators, who may display hesitancy or lack of the needed support due to perceived barriers or misconceptions (Karen et al 2023;Ng et al 2023). Fourth, the rapid emergence and evolution of generative AI models could surpass the pace of developing policies and regulations for successful implementation and responsible use of these tools (Lim et al 2023;Chan 2023;Dempere et al 2023).…”