Generative artificial intelligence (GenAI) in K-12 education is a topic of interest and debate for both teachers and researchers, since its use requires the reimagining of teachers’ knowledge (Mishra et al., 2023). The goal of this exploratory study is to analyse teachers’ considerations and, using the TPACK framework, elucidate the knowledge they used when considering the place of GenAI in K-12 education. This paper draws on responses to an online questionnaire by a convenience sample of N = 153 teachers. The responses were coded by the authors using TPACK to determine the knowledge teachers employed when using GenAI for learning and teaching tasks. According to these teachers, GenAI offers a range of opportunities in the areas of teaching and learning, and planning and preparation. However, the effective use of GenAI requires specific skills and critical thinking. They also report that GenAI creates challenges, including issues related to assessment and academic integrity, relevance as an information source, and the consequences of cognitive offloading. Analysis of the teachers’ TPACK indicates that they used TK, XK, TPK, and TCK when considering GenAI in K-12 education, providing empirical evidence that advances Mishra et al.’s theoretical propositions.
