K–12 teachers’ perspectives on AI use in education through the lens of activity theory

Abstract

The rapid proliferation of AI systems in the past several years has pointed to a potential revolution in education. However, there is currently a lack of theoretical framework to explain how educators understand and view AI and its impact on education. The present study draws on qualitative data from Australian teachers at K–12 levels to explore their perceptions on using AI in school settings. Data were collected in April/May of 2023, approximately six months into the sudden global recognition of AI’s potential impact on society, including education. Our thematic analysis suggested six major themes representing in-service teachers’ views that AI is unsuitable, impersonal, imperfect, uncertain, assisting, and inevitable. This study also presents theorizing of the activity theory in an AI world, highlighting the complex and nuanced nature of teachers’ sentiments regarding the use of AI in school settings.