番茄视频

番茄视频 (ACE) is incredibly proud of our graduates and how their impactful research contributes to various fields. Ed.D. in Curriculum and Instruction alumnus, Dr. Michael E. Giordano, focused his dissertation on how secondary educators perceive artificial intelligence鈥檚 (AI) influence on teaching, learning, curriculum and instruction. Below is a summary of Giordano鈥檚 study, and we invite readers to .  

Unlike any other technology advancement, AI is rapidly penetrating every industry with its ability to robotically mirror human actions like writing, reading, creating, thinking and more. The education landscape encompasses a mixed bag of proponents and critics, all racing against the clock of how soon the technology will infiltrate classrooms and change teaching indefinitely. How do educators perceive its powerful influence and potential affects? 

Giordano interviewed and surveyed 15 secondary public school educators to explore their perceptions of AI and its influence on teaching and learning. His qualitative research, framed by connectivism and constructivism learning theories, answers two research questions about AI鈥檚 influence from an educator鈥檚 point of view. Specifically, Giordano sought to answer: 

1. Research Question 1: How do secondary public school educators perceive the use and influence of AI on teaching and learning outcomes? 

2. Research Question 2: How do secondary public school educators perceive the use and influence of AI on curriculum and instruction? 

The Impact of AI in Education 

Positioned at the heart of educational technology, AI offers noteworthy classroom applications that make teaching and learning more effective and efficient. However, these tools are only as powerful as they seem when educators have opportunities to learn how to use them.  

Giordano asserts that educators feel unprepared for the aggressive growth of AI and that limited pedagogy is the culprit. If educators apply pedagogies grounded in outdated technology, they miss integral opportunities to effectively integrate AI in their classrooms. This, in turn, leaves educators in flux, feeling like they aren鈥檛 cascading relevant technological skills to their students. 

AI teaching pedagogy is emerging fast, leaving little time for substantial research regarding its effectiveness and how to implement it. Educational programs must keep up to support educator knowledge gaps, but at the very least, they deserve professional development opportunities. Giordano鈥檚 study initiates research regarding AI teaching pedagogies by first gathering information about educator perceptions. Exploring educators鈥� experiences with AI and its impact serves as a starting point for future studies and for identifying action points for educational leaders. 

AI in Education: Applying Learning Theories 

Theoretical frameworks are an integral component of applying instructional best practices. Giordano frames his study through connectivism and constructivism learning theories to interpret his findings comprehensively. While both theories support learning and emphasize technology鈥檚 role in it, they offer unique perspectives. 

Connectivism Learning Theory	Constructivism Learning Theory
Developed with the digital era in mind, while other theories were outdated. Learning can be drawn from external sources (organization, database, non-human appliance). Individuals provide information that becomes education for others, creating connections where learning takes place. Technology plays a role in forming connections.	Learning is an active process of constructing knowledge. Learners rely on life experiences, age, gender and cultural background for information. Interacting with other learners guides a process of constructing new meanings. Learners are at the center of the learning approach, guiding how instructional practices are formulated.

Previous Studies: AI in Education and Pedagogy 

Giordano dove deeply into previous research about AI in the classroom as well as constructivism and connectivism learning theories. Within his findings were key themes: artificial intelligence, teacher perceptions of AI, benefits of AI, challenges of AI, policies, AI pedagogy, and the influence of AI on teaching and learning. 

Artificial Intelligence 

While it seems to be brand new, AI dates back to the 1940s and 1950s. In fact, Giordano identified studies about AI originating with Alan Turing, who initiated the idea of intelligent machines that could mirror human abilities. Conversations continued to occur, but the idea received anything but optimism from researchers and experts. 

AI emerged once more in 2015, according to Giordano鈥檚 secondary findings. Fast forward to 2025, and AI has grown so significantly that it鈥檚 difficult to define. The gist, however, is that its primary purpose is efficiency and doing so by performing human tasks in less time. 

Specifically in education, Giordano found few studies on the impact of AI. The elements he discovered include its ability to reform teaching as well as a long list of concerns. Research shows hesitancy and rigidity from the educational system, while also noting a desperate need for student-centered learning models that AI and modern technology can support.  

Teacher Perceptions of AI 

Giordano found few studies that identify educator perceptions of AI, further emphasizing the need for his research. These studies indicate the importance of educator perceptions of new technologies and claim that their attitudes toward integrating AI is largely connected to their willingness to implement it. Educators failing to integrate it feel anxiety from limited knowledge and preparation, leading to negative perceptions. 

Factors like experience, age, discipline and prior technology experience influence educator perceptions of AI. In fact, younger educators with more digital acumen are more likely to have a positive perception, while veteran educators with less technology experience are more likely to have a negative perception. 

Benefits of AI 

Giordano found studies that highlight AI鈥檚 ability to provide personalized learning experiences for students and assessment support for educators, like adapting lesson plans and grading. Studies caution, though, that educators shouldn鈥檛 rely too heavily on AI in order to maintain strong student-teacher relationships. 

Challenges of AI 

Giordano noted four challenges from previous research that educators should keep in mind. 

• Ethics: AI technologies鈥� databases and algorithms can reflect biases and contribute to inequities in the classroom. 

• Privacy: Generating content requires inputting data, and using student information in AI platforms can result in unsafe privacy and cybersecurity practices. 

• Professional development: Educators are expected to integrate AI technologies without preparation or training. 

• Academic integrity: Educational leaders worry that students will rely too much on select AI tools and impact learning outcomes. 

Policies and AI Pedagogy 

AI鈥檚 rapid evolution leaves educational leaders scrambling to develop policies and expecting educators to be on board without adequate training. Giordano cited studies that urge educational leaders to prioritize creating AI policies that address concerns and encourage integrating tools that prepare students for an AI-driven society. 

While policies are updated, Giordano claims a dire need for formal AI pedagogy. Studies support his concern and assert that a strong starting point is looking at what pedagogies are commonly used in AI education. Compiling these approaches into an AI pedagogy allows higher education institutions and continuing education platforms to adopt a universal approach and, ultimately, equip educators for what鈥檚 to come. 

Giordano found only a few studies that explored designing AI curriculum and pedagogy, leaving more to discover. He specifically called for revising theoretical alignment with AI pedagogy. The great news is that these teaching practices are not new, and they offer space to integrate AI effectively. 

• Direct instruction 

• Hands-on learning 

• Interactive learning 

• Collaborative learning 

• Inquiry-based learning 

• Participatory learning 

• Game-based learning 

• Project-based learning 

• Design-oriented learning 

Giordano鈥檚 secondary research uncovered the Technology, Pedagogy, Content Knowledge (TPACK) Model that offers a framework for educators to integrate technology in curriculum and instruction. It鈥檚 proven to enhance teaching quality and is composed of three components: 

1. Technological knowledge (TK) 

2. Pedagogical knowledge (PK) 

3. Content knowledge (CK) 

The three components come together to create a four-part curriculum system: 

1. Pedagogical content knowledge (PCK) 

2. Technological content knowledge (TCK) 

3. Technological pedagogical knowledge (TPK) 

4. Technological pedagogical content knowledge (TPACK) 

Influence of AI on Teaching and Learning 

Studies that explore the educator (teaching) and student (learning) perspectives identify AI鈥檚 influence and how it can meet age- and development-appropriate needs.  

AI helps educators: 

• Teach more effectively and accurately. 

• Grade and provide feedback more efficiently. 

• Personalize teaching and learning plans. 

• Manage classrooms appropriately. 

It also helps students: 

• Explore more effective learning styles. 

• Learn new skills. 

• Engage more in learning environments. 

• Regulate emotions. 

Discovering Secondary Educator Perceptions 

Giordano conducted a qualitative study, using the purposive sampling method to identify 15 secondary public school educators in New York City. The participants answered a questionnaire regarding their knowledge and comfort with AI, how their districts may be implementing AI and whether training opportunities were offered. 

Five participants agreed to engage in semi-structured interviews about their perceptions of AI and the potential of its influence on teaching, learning, curriculum and instruction. Upon completion, Giordano sorted the data, identifying initial themes and overlaps, and then transcribed the interviews using computer-assisted qualitative data analysis software. He applied thematic analysis to analyze the data, establish codes, identify themes and generate a thematic map. 

Thematic Analysis: Inspiring Change 

Four themes emerged from Giordano鈥檚 analysis: 

1. AI integration in the classroom 

2. Perceived benefits and challenges 

3. Updating teaching pedagogy, practices and curriculum 

4. Professional development 

AI Integration in the Classroom 

Among the participants, Giordano discovered inconsistencies in AI use, adoption and exploration. When AI was integrated, participants reported using it to: 

• Create rubrics 

• Design lesson plans 

• Maintain calendars 

• Brainstorm ideas 

• Provide feedback 

• Develop assessments 

• Compose emails 

• Design flyers 

Perceived Benefits and Challenges 

The participants鈥� perceptions of the benefits and challenges of AI were organized into subthemes: personalized learning, teacher efficiency, academic integrity and ethical use. 

Benefits 

• Personalized learning: Participants frequently mentioned AI鈥檚 ability to inform differentiated instruction approaches and create engaging learning experiences. 

• Teacher efficiency: Participants felt that AI tools that perform tasks like writing emails or providing student feedback, as well as developing lesson plans, save valuable time that can be applied toward enhancing curriculum, instruction and student support. 

Challenges 

• Academic integrity: Participants expressed concern for cheating and plagiarism. 

• Ethical use: Participants offered various concerns toward the ethical considerations of AI 鈥� specifically, its tendency for misinformation and bias.  

Updating Key Areas 

When technology changes, education must follow suit to help students succeed. The participants cited that not only does curriculum need to prepare students for an AI-driven world, but they need revamped teaching pedagogies and practices to implement it. 

Professional Development 

Whether or not educators feel they鈥檙e prepared to integrate AI matters. If they鈥檙e uncomfortable using a technology themselves due to a lack of education, professional development is warranted. Giordano found that most participants reported feeling 鈥渟omewhat comfortable鈥� or 鈥渘ot comfortable鈥� with using AI technologies, and that limited knowledge was the source. Seven of the participants stated that their district offered professional development on AI. However, many claimed it to be limited. 

Findings showed a desire for school districts to prioritize AI and a willingness to learn through in-depth, discipline-specific professional development. 

Answering the Research Questions 

Giordano identified which themes answered each research question. 

• Research Question 1: While the findings indicate a wide range of educator perceptions of the use and influence of AI on teaching and learning outcomes, most are positive. They recognize the importance of AI and its benefits while also expressing a need for boundaries. Further, it offers helpful tools for efficiency and differentiated learning, but comes with academic integrity and ethical implications to consider. 

• Research Question 2: Similarly, findings indicate positive perceptions of the use and influence of AI on curriculum and instruction. A shift in teaching pedagogy, curriculum and instruction is expected with the evolution of AI, and educators understand they need to adapt. However, they want school districts to lead the way with meaningful professional development. 

 Ensuring Effective AI Integrations 

The findings of Giordano鈥檚 study mirror previous literature in areas including how educators perceive the benefits and concerns of AI, the need for revamped pedagogy and a desire for deeper professional development opportunities. However, the study also offered new knowledge about educators鈥� comfort level with AI as well as their eagerness to learn and integrate it. 

Being a small sample, Giordano asserts that findings may only represent secondary educators and may not be transferable to schools in other geographical areas. The results, however, serve as strong guides for future studies that dive deeper into educator perceptions. By better understanding how educators perceive AI, educational leaders can pave the way for reformation. 

Further, he recommends studies designed to guide future policy decisions, actions and research, and charges educational leaders to offer AI-centered training and develop AI guidelines or policies. After all, educators are also learners. 

番茄视频 (ACE) is committed to equipping educators with relevant, innovative online education programs that prepare them to teach in an AI-driven society.