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<p>Using the SAMR framework, this study investigated how teachers integrate GenAI into their teaching, the levels at which they use it, and their perceptions of GenAI. Qualitative data were collected from semi-structured interviews with ten teachers. Most participants expressed mixed views about GenAI’s role in education. Initial analysis identified six major areas where teachers integrate GenAI: (1) idea generation and elaboration, (2) lesson planning, (3) developing or revising instructional materials, (4) assessment, (5) communication, and (6) AI-enhanced learning or classroom activities. Further analysis revealed that participants primarily used GenAI at the Augmentation level. These findings suggest that while teachers recognize GenAI’s potential to enhance efficiency and quality, most have yet to fully leverage its transformative capabilities. Professional development should focus on helping teachers move beyond Augmentation toward Modification and Redefinition.</p>

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Generative AI Integration in K-12 Settings: Teachers’ Perceptions and Levels of Integration

  • 期刊论文

  • 发表日期：

    2025年7月8日

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  • Yunjo An,
  • Shadarra James

摘要

Using the SAMR framework, this study investigated how teachers integrate GenAI into their teaching, the levels at which they use it, and their perceptions of GenAI. Qualitative data were collected from semi-structured interviews with ten teachers. Most participants expressed mixed views about GenAI’s role in education. Initial analysis identified six major areas where teachers integrate GenAI: (1) idea generation and elaboration, (2) lesson planning, (3) developing or revising instructional materials, (4) assessment, (5) communication, and (6) AI-enhanced learning or classroom activities. Further analysis revealed that participants primarily used GenAI at the Augmentation level. These findings suggest that while teachers recognize GenAI’s potential to enhance efficiency and quality, most have yet to fully leverage its transformative capabilities. Professional development should focus on helping teachers move beyond Augmentation toward Modification and Redefinition.