62759 research outputs found
Sort by
Promoting the Integration of Artificial Intelligence (AI) Technologies in K-12 Education: Needs Assessment to Address K-12 Teachers’ Urgent Needs of AI Professional Development
No full textAs artificial intelligence (AI) technologies continue to gain traction in K-12 education, many K-12 educators feel unprepared to incorporate AI effectively due to limited training, concerns over ethical implications, and a lack of institutional support. This study conducted a needs assessment to evaluate K-12 teachers’ awareness, understanding, utilization, and apprehensions regarding AI technologies in K-12 education. A survey was completed by 311 K-12 teachers to assess their familiarity with AI, confidence in using AI tools, concerns about AI integration, barriers to adoption, and their preference of AI training formats and topics. The findings reveal that current training programs do not sufficiently meet teachers\u27 instructional needs or no necessary AI trainings are offered to teachers. The most significant barriers to AI adoption include a lack of professional development, time constraints, and limited access to AI technology. Teachers also expressed concerns about student overreliance on AI ethical implications, and data privacy risks. Despite these challenges, teachers demonstrated strong interest in AI training, with a preference for hands-on learning, workshops, and subject-specific AI applications. Based on these findings, the study emphasizes the urgent need for structured, interactive, and ongoing AI professional development programs tailored to educators’ specific instructional contexts. Recommendations include developing subject-specific AI training, ensuring equitable access to AI resources, incorporating AI ethics education, and fostering collaborative AI learning communities
Advancing Students Writing Skills and Self-Efficacy through the thinkSRSD Writing Strategy
No full textHow best to teach students to write has been debated in education circles for many years. Though writing instruction has been debated, it is often missing or limited in most elementary classrooms. This qualitative study examines the effects of the thinkSRSD writing program in a third-grade classroom. More specifically the researchers investigated the following question: Does the thinkSRSD writing instruction strategy increase student’s writing skill? The researchers conducted this study for 10 weeks and collected data in three forms pre and post interviews, observations and documents. The results of the study indicate that the thinkSRSD strategy for teaching writing had a positive effect concerning students’ growth in writing. Additionally, this study found that the thinkSRSD writing strategy had a positive effect regarding students’ self-efficacy regarding writing. Thus, the thinkSRSD strategy for writing instruction would be a constructive approach for any elementary classroom
