Perceptions of ACSI Secondary School Administrators and Teachers Concerning the Use of Generative AI Chatbots to Support Struggling Writers

• Main Author: Mason, Steven R
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2024
• Subjects: Artificial intelligence; Educational administration; Educational leadership; Educational psychology; Educational technology
• ISBN: 9798382261324

Artificial intelligence (AI) has become more prevalent in education in recent years. Specifically, the perception of generative AI chatbots that generate essays based on the input of student prompts has invoked mixed reviews among educators. The negative learning implications of generative AI chatbots include plagiarism, academic dishonesty, and the lack of critical thinking. Positive learning and teaching techniques influence informational literacy skills, brainstorming, sentence structure, main points, supporting evidence, and references. These skills can help struggling writers overcome the anxiety, struggles, and frustration they encounter in classes. With differing perceptions from literature on the use of generative AI chatbots in education, their impact on student learning, and effectiveness with informational learning skills, Christian schools have an opportunity to help students critically discern AI chatbot responses. Christian educators can help students discern biblical truth, build integrity, and value God’s creation in their personal writing. Therefore, the research question is as follows: What are the perceptions of ACSI secondary school administrators and teachers concerning the use of generative AI chatbots to support struggling writers? The researcher applied a mixed methods approach by analyzing participant responses for common themes from a survey of AI use to support struggling writers. The participants in this study were from ACSI member schools who had strong technology use and student device programs in their secondary schools.