Degree

Doctor of Philosophy (PhD)

Department

School of Education

Document Type

Dissertation

Abstract

Artificial intelligence (AI) is rapidly influencing instructional practices in K–12 education, yet most states have not issued clear, binding policies to guide its integration. As a result, local school systems and support staff must interpret emerging guidance and determine how AI should be used in classrooms. This study examined how system-level technology coaches in the Deep South experience and support AI adoption in contexts where state guidance is advisory rather than mandatory. This qualitative phenomenological study used questionnaires and semi-structured interviews with technology coaches, and a content analysis of AI-related state and local policy guidance. Participants included technology coaches who serve as intermediaries between evolving policy and classroom practice. Data was analyzed through multi-phase coding and thematic analysis grounded in phenomenology and the social constructivism framework.

Findings revealed four major themes shaping AI integration in schools. First, a gap persists between policy visions of personalization and innovation and teachers’ practical use of AI, which primarily focuses on efficiency tasks such as lesson planning and email communication. Second, governance and data security dominate policy guidance, but teachers receive limited training in privacy and ethical use of data. Third, capacity building is strained as the demand for AI-related professional development outpaces available resources and the technology coaches’ ability to stay current. Finally, concerns about academic integrity and inconsistent local policies create uneven implementation and confusion for teachers and students. Overall, the study illuminates the central role of technology coaches in bridging the gap between policy and practice, while underscoring the need for more transparent governance, stronger professional development, and consistent expectations for AI use in K–12 schools.

Date

10-20-2025

Committee Chair

Sulentic Dowell, Margaret-Mary

Download

Share

COinS