Abstract
In this paper, we explore how elementary teachers experience and interpret the integration of artificial intelligence (AI) in literacy instruction. Drawing on qualitative interviews with K–5 teachers in structured literacy environments, the study uncovered four interconnected themes: institutional support shapes access and autonomy; AI sparks both curiosity and concern; usefulness is measured by efficiency and alignment with mandated curricula; and integration remains cautious and evolving. Teachers valued AI for saving time, generating supplemental resources, and supporting differentiation, yet voiced concerns about ethics, accuracy, and the erosion of professional expertise. Adoption was not determined by technical features alone, but by professional identity and the institutional structures that frame classroom practice. By amplifying teacher perspectives, this study highlights the complex realities of AI adoption in early literacy and invites dialogue on how innovation can be responsibly balanced with integrity. Implications include creating professional learning opportunities that center teacher voice, shaping policies that ensure equitable and ethical use, and fostering interdisciplinary collaboration to safeguard instructional quality and equity.
Presenters
Amber SpearsAssociate Professor, College of Education & Human Sciences, Tennessee Tech University, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
AI in Education, Elementary Literacy, Teacher Perspectives, Qualitative Research
