Abstract

Artificial intelligence (AI) is a global phenomenon permeating the fabric of society and transforming the course of culture and commerce (Kishor et al., 2023; Moore, 2024). A review of the extant literature indicates that while many industries have seen significant innovations due to the infusion of AI, the field of education has witnessed a technological evolution inspired by AI-based tools and strategies (Bessen, 2018; W. M. Lim et al., 2023). Artificial Intelligence in Education (AIED) has a history that parallels the development of AI. AIED has shown steady growth and influence in educational programs around the world, with the growth of AI literacy helping to make learning more accessible and ushering in technological practices that are transforming the landscape of knowledge acquisition and curriculum development (Mikeladze et al., 2024; N. Wang & Lester, 2023). Classroom teachers are at the forefront of AI-based tools and strategies, implementing technology to enhance academic performance and personalized instruction for specific student needs (De La Higuera, 2019). Using phenomenological research methods, this study explored the successes and challenges of using AI tools and strategies experienced by 15 teachers in the upper elementary school setting. Appreciative inquiry served as the theoretical framework for this research. Chapter 1 introduces the changing landscape of AI technology and its implications for numerous sectors and industries. This chapter also includes a discussion about the evolution of AI in education, noting the benefits technology has afforded educators and students. Chapter 2 examines the literature surrounding AI, documenting its history and highlighting the expansion of AIED and AI literacy. Chapter 3 provides a methodological review, and Chapter 4 presents an analysis and display of the data collected from interviews conducted in the study. The project concludes with a discussion of the findings and conclusions in Chapter 5, along with recommendations for future research.

Library of Congress Subject Headings

Artificial intelligence—Educational applications; Computer literacy; Elementary school teachers

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Gabriella Miramontes

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