Balancing the Risks and Rewards of AI Integration for Michigan Teachers

Citation

McGehee, N. (2023). Balancing the Risks and Rewards of AI Integration for Michigan Teachers. Michigan Virtual. https://michiganvirtual.org/research/publications/balancing-the-risks-and-rewards-of-ai-integration-for-michigan-teachers/ 

Abstract

Artificial Intelligence (AI) has emerged as a transformative force in various sectors, and education is no exception. With the integration of AI-driven tools and technologies into classrooms, the educational landscape is undergoing a significant paradigm shift. Educators, as pivotal stakeholders in this evolution, play a crucial role in shaping the future of education through their perceptions and utilization of AI. This study seeks to delve into the intricate world of educators’ perceptions and usage habits with AI in educational settings.

AI applications in education encompass a broad spectrum, from intelligent tutoring systems and automated grading tools to personalized learning platforms and data analytics for student performance assessment (Chen, Chen, and Lin, 2020). These innovations have the potential to enhance teaching and learning experiences, optimize administrative processes, and promote equitable access to education (Baidoo-Anu & Ansah, 2023). However, their effectiveness and impact depend significantly on how educators perceive AI’s role in education and the extent to which they incorporate AI technologies into their teaching practices (Alam, 2021; Celik, 2023; Fitiria, 2021).

Understanding the viewpoints of educators regarding AI in education is essential as it can inform the design of AI solutions that cater to their needs and preferences. Furthermore, it sheds light on the barriers and challenges educators face when adopting AI technologies, such as concerns about job displacement, privacy issues, and areas for professional development.

Authors

  • McGehee, Nikolas

Reference Type

Report

Keywords

  • Artificial Intelligence
  • Michigan
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