"Technology, Pedagogy and Education"

Prestridge, Sarah; Starkey, Louise

doi: 10.1080/1475939X.2025.2451547pmid: N/A

Ciampa, Katia; Wolfe, Zora; Hensley, Meagan

doi: 10.1080/1475939X.2024.2413378pmid: N/A

This study explores the role of artificial intelligence (AI) in K–12 student assessment practices, focusing on educators’ use of AI tools. Through content analysis of active Facebook groups dedicated to AI in education, the authors examined how educators integrate AI into assessment across various grade levels and subjects. Using the Technology Integration Model, they analysed posts to evaluate the use of AI across subjects and grade levels. The findings revealed a progression from initial interest and experimentation with AI to more advanced, adaptive uses in assessment creation and grading. Educators reported positive experiences with AI-driven tools, especially in automating tasks and gamifying assessments. However, challenges such as ensuring reliable, context-specific feedback persist. Overall, the research highlights AI’s potential to enhance student-centred assessment practices and provides insights for educators, administrators and policymakers on AI’s evolving role in education.

Gouseti, Anastasia; James, Fiona; Fallin, Lee; Burden, Kevin

doi: 10.1080/1475939X.2024.2428601pmid: N/A

Artificial Intelligence (AI) tools are becoming integrated into the domains of teaching, learning, assessment and administration of educational institutions. While these advances are seen to provide opportunities, new concerns have arisen about the ethics of AI use. This has precipitated the publication of various AI ethics guidelines, however, the development of AI ethics policies for children and K-12 education has lagged behind. To contribute to the discourse on AI ethics and guide the direction of future curricula for schools, this article presents the findings of a systematic literature review in the ethics of AI within the context of K-12 education. From the analysis of 25 peer-reviewed studies published between 2010 and 2023, the authors map key themes and concerns relating to AI ethics in compulsory schooling. They also identify responses relating to the ethical use of AI, highlight research gaps and provide suggestions for future directions for researching AI ethics in K-12 education.

Prestridge, Sarah; Fry, Kym; Kim, Eun-Ji Amy

doi: 10.1080/1475939X.2024.2428606pmid: N/A

The broad approach to using Generative AI in K-12 schooling focuses on identifying risks and productivity gains rather than the more complex issues of transformational change. As a response, this study examined how school leaders considered Gen AI transformation within their disciplines. Ten subject leaders were interviewed about their pedagogical beliefs for Gen AI. A belief framework underpinned this study to examine more deeply teachers’ multidimensional belief systems that direct transformative Gen AI practices in their classroom. The findings indicate that subversive beliefs about Gen AI limit and influence classroom practice; productivity had little influence on pedagogical roles for Gen AI; and each teacher evidenced a different belief system that represented inter-relationships between risk, productivity and transformation which informed discipline-specific classroom Gen AI approaches. This study contributes teachers’ pedagogical belief systems for Gen AI use and pedagogical approaches to Gen AI on a continuum towards transformative practice.

Rice, Mary

doi: 10.1080/1475939X.2024.2421494pmid: N/A

While the use of generative AI (genAI) in K12 schools is increasing, it is poorly understood from a policy perspective. There are significant tensions in technology integration in education between public interests for social good and pressure from educational technology companies to view schools as markets. This study examined genAI policy efforts in the 50 largest US school districts by student enrolment in fall 2023 and spring 2024. A content analysis of documents from districts, states and media sources revealed micropolitical, rather than top-down, activities where districts were attempting policy making about genAI in varied ways and at varied paces. Educational technology vendors seemed to be opening space for substantial influence in policy decisions simultaneously. Understandings about these micropolitical activities of policy making have the potential to support shared decision-making and co-responsibility as important opportunities for disrupting current dynamics of influence on educational policy making in US schools.

Aguilar-Cruz, Paola Julie; Salas-Pilco, Sdenka Zobeida

doi: 10.1080/1475939X.2025.2451865pmid: N/A

The introduction of artificial intelligence (AI) in education is seen as a promising tool to enhance learning outcomes and provide students with engaging learning environments in developing countries such as Colombia. This case study aimed to investigate teachers’ perceptions of AI in K-12 education in public schools located in the Amazonian department of Caquetá, Colombia. The study focuses on teachers’ views on the integration of AI into teaching and learning activities. A total of 190 teachers were surveyed, of whom 30 were selected for semi-structured interviews. The main findings are as follows: (a) AI benefits teachers by facilitating and providing virtual assistance, (b) the challenges are the limited knowledge about AI and a lack of resources, (c) the concerns reported are that AI may hinder students’ development of critical thinking and problem-solving skills, and (d) ongoing professional development for integrating AI in education is suggested.