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School leaders' adoption and implementation of artificial intelligence

Matthew Mark Tyson (Department of Educational Policy Studies, College of Education, Georgia State University, Atlanta, Georgia, USA)
Nicholas J. Sauers (Department of Educational Policy Studies, College of Education, Georgia State University, Atlanta, Georgia, USA)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 24 February 2021

Issue publication date: 2 June 2021

706

Abstract

Purpose

The purpose of this study is to examine school leaders' experiences with adoption and implementation of artificial intelligence systems in their schools. It examined the factors that led educational administrators to adopt one artificial intelligence program (ALEKS) and their perceptions around the implementation process.

Design/methodology/approach

This was a qualitative case study that included structured interviews with seven individuals who have adopted artificial intelligence programs in their schools. Participants were identified through purposive and snowball sampling. Interview transcripts were analyzed and put through a two-step coding process involving in vivo coding as well as pattern coding.

Findings

Two major themes emerged from this study pertaining to the state of the diffusion of artificial intelligence through the adoption and implementation process. The findings indicated that school leaders were actively engaged in conversations related to AI adoption and implementation. They also created structures (organizational) to ensure the successful adoption and implementation of artificial intelligence.

Originality/value

This is an original study that examined the experiences of school leaders who have adopted and implemented artificial intelligence in their schools. The body of literature related to artificial intelligence and school leadership is extremely limited.

Keywords

Citation

Tyson, M.M. and Sauers, N.J. (2021), "School leaders' adoption and implementation of artificial intelligence", Journal of Educational Administration, Vol. 59 No. 3, pp. 271-285. https://doi.org/10.1108/JEA-10-2020-0221

Publisher

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Emerald Publishing Limited

Copyright © 2021, Emerald Publishing Limited

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