Abstract
This study explores how K-5 teachers use artificial intelligence (AI) tools to support literacy instruction, the trepidations they experience regarding AI integration, and the perceived benefits these tools provide. Framed by a hybrid approach combining the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative research investigates both the practical and pedagogical dimensions of AI use in elementary classrooms. Semi-structured interviews were conducted with ten K-5 public school teachers in Tennessee, recruited through word-of-mouth and snowball sampling. The interview protocol examined the types of AI tools teachers use, how they align with literacy standards and pedagogy, and the barriers that influence adoption. Data were analyzed using thematic analysis, focusing on constructs from TAM (e.g., perceived usefulness, ease of use, and behavioral intention) and TPACK (e.g., technological, pedagogical, and content knowledge). Preliminary findings reveal that teachers perceive AI as a valuable tool for enhancing differentiation and engagement, yet they express concerns about data privacy, equitable access, and their own technological knowledge. Implications for practice include actionable strategies for professional development, policies to address ethical concerns, and recommendations for designing AI tools that support both teacher and student needs. This research contributes to understanding the intersection of technology and pedagogy in elementary literacy instruction, offering insights into how AI can empower educators while addressing systemic challenges.
Presenters
Amber SpearsAssociate Professor, College of Education, Tennessee Tech University, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
AI, Literacy, Equity, Pedagogy, Teachers
