Use of Artificial Intelligence in Education and Teacher Approaches
A survey of high school teachers in Washington state reveals concerns across different disciplines regarding the impact of AI on education and the need for institutional policy.
A survey conducted in Washington state revealed that high school math and English teachers exhibit different attitudes toward artificial intelligence technologies. The research emphasizes the need for clear institutional policies and discipline-specific professional development opportunities in education.
Scope and Methodology of the Research
Faculty members in the College in the High School program at Central Washington University conducted a survey in May with the participation of 222 high school math and English teachers in Washington state.
This survey examined teachers' attitudes toward artificial intelligence, institutional policies, professional development opportunities, their own AI usage habits, and those of their students.
Attitude Differences Between Disciplines
Since the emergence of artificial intelligence, significant differences have been observed in teachers' perspectives on the profession according to their academic discipline. While 57.0% of English teachers stated that general teaching attitudes have worsened, this rate was recorded at 37.6% among math teachers.
Major differences between disciplines were also observed in terms of concerns regarding academic dishonesty; 83.7% of English teachers expressed concern on this issue, while this rate was 54.9% for math teachers.
Teachers' Self-Confidence and Practices
Despite rising concerns and negative attitudes, English teachers reported higher self-confidence in teaching students how to use artificial intelligence responsibly.
While 45.5% of English teachers felt competent in this area, this rate remained at 24.4% for math teachers. Furthermore, English teachers showed a higher tendency to experiment with artificial intelligence in their classrooms.
Institutional Policies and Professional Development
The analyses revealed a direct correlation between clear institutional policies and teachers' self-confidence in using artificial intelligence and teaching it to students.
Teachers who obtained useful and relevant professional development opportunities regarding artificial intelligence stated that they felt much more comfortable using the technology in their own work and guiding their students.
Classroom Practices and Future Expectations
Due to fears of academic dishonesty, approximately one-sixth of the survey responses stated that all writing assignments have started to be conducted in the classroom using paper and pen.
The research findings clearly demonstrate that artificial intelligence can reshape education, but it does not eliminate the importance of teacher judgment and student effort.