K-12 Educators’ Comfortability and Perception of Artificial Intelligence

Abstract

The purpose of this study was to understand if a professional development course affected K-12 teachers’ comfort with AI, perceptions of AI, and access to resources. Further, the study sought to understand if there were relationships between perceptions of AI and comfort with AI, and access to resources and comfort with AI, as well as if demographic variables affected participants’ comfort with AI. Secondary data were obtained in partnership with the Auburn University Biggio Center for the Enhancement of Teaching and Learning. In the first analysis, correlations were run to determine if there was a relationship between perceptions of AI and comfort with AI. This analysis indicated a statistically significant relationship between perceptions of AI and comfort with AI. In the second analysis, correlations were run to determine if there was a relationship between access to resources and comfort with AI. This analysis indicated a statistically significant relationship between access to resources and comfort with AI. In the final analysis, independent samples t-tests, a factorial ANOVA, and correlations were run to determine whether demographic variables influenced AI comfort. This analysis indicated no statistically significant relationship between any demographic variable and comfort with AI, with only the number of years teaching getting close to the significant level. This student represents the first step of understanding the effect of AI in K-12 education and the need for professional development resources to ensure the effective implementation of AI in the classroom.