Teacher perspectives of ChatGPT as a pedagogical tool in the K-12 setting: a case study

Abstract

Purpose

The purpose of this exploratory qualitative case study is to gain a deeper understanding of teacher experiences and perspectives of ChatGPT as a pedagogical tool.

Design/methodology/approach

This qualitative exploratory case study examined the benefits and concerns of using ChatGPT for curriculum and instruction. Approximately 3,000 graduate education students completed a survey and an invitation to participate in focus groups. Purposive sampling criteria included graduate education students holding a current teaching certificate and actively teaching in a K-12 setting. The sample resulted in 225 survey respondents, with 12 teachers from this group also participating in three focus group sessions. Data analysis involved descriptive statistics for the survey data and inductive thematic analysis was used to identify themes from the focus group transcripts.

Findings

Results suggest ChatGPT saves teachers time, expedites access to resources, helps create lessons and is a resource for student learning while concerns arose regarding artificial intelligence (AI) and student cheating. As teachers’ comfort level with ChatGPT increased, their perception of AI as a useful pedagogical tool increased and their perception of ChatGPT as an academic hindrance decreased.

Research limitations/implications

Results from this study are not generalizable; however, the description provided allows for transferability to similar populations.

Practical implications

This study provides guidelines for a balanced approach for policies regarding AI in the K-12 setting and using ChatGPT an instructional tool while providing clear communication regarding unethical practices.

Originality/value

This study provides guidelines for framing teacher training in the technology acceptance model and providing a balanced approach for implementing AI policies while promoting using ChatGPT and other AI technologies for curriculum and instruction in the K-12 classroom.

Citation

Bateman, T. (2024), "Teacher perspectives of ChatGPT as a pedagogical tool in the K-12 setting: a case study", Quality Assurance in Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/QAE-02-2024-0042