Perception of Elementary Teachers in the use of A.

BEED III/BLOCK 25

ALEMANIA, ALJON

BECHAIDA, REYMARC

BRAGA, MARK LUIS

NIMO, JERMELYN

PEPITO, JENELYN
 THE PROBLEM

INTRODUCTION

The advent of Artificial Intelligence (AI) in education represents a profound

transformation in the way teaching and learning are approached. While the potential of

AI to reshape education is widely recognized, the reality of its implementation in

classrooms is much more complex. AI technologies such as intelligent tutoring systems,

automated grading, and adaptive learning platforms hold the promise of revolutionizing

educational practices. These tools offer the potential to personalize learning, provide

data-driven insights, and alleviate some of the more time-consuming tasks for teachers.

Yet, the successful integration of AI into the educational environment hinges on a critical

factor: the perceptions and experiences of the educators who engage with these

technologies daily, particularly elementary teachers.

Elementary teachers play a vital role in shaping the learning experiences of

young students, serving not just as instructors, but as mentors and facilitators of

cognitive and social development. Their attitudes towards AI, therefore, carry immense

weight. If teachers view AI as a valuable tool that enhances their instructional methods,

they are likely to adopt it more readily, finding innovative ways to integrate it into their

pedagogy. On the other hand, if they harbor reservations—whether due to concerns

about the accuracy of AI tools, their potential to depersonalize the learning process, or

fears of being replaced—their hesitancy could slow or even halt the integration of these

technologies in their classrooms. This underscores the importance of understanding how

elementary teachers perceive AI, not just as a theoretical inquiry but as a practical
necessity for ensuring that AI tools are implemented in ways that truly support teaching

and learning.

The importance of teachers’ perceptions is twofold. First, they are the gatekeepers of

any educational innovation. Without their buy-in, even the most advanced AI systems

are likely to go underutilized, leading to missed opportunities for enhancing learning

outcomes. Second, elementary teachers are deeply attuned to the unique

developmental needs of young learners. Their insights can provide invaluable feedback

on how AI tools should be designed, not just to meet the technical requirements of an

educational setting, but to align with the human aspects of teaching—understanding

emotional cues, fostering social interaction, and promoting critical thinking.

This study seeks to explore these essential perceptions, focusing on how

elementary teachers view the role of AI in both instruction and assessment. By

investigating their attitudes, this research aims to uncover not only the potential benefits

but also the challenges that come with the introduction of AI in classrooms. Are teachers

optimistic about the ways AI can augment their ability to reach every student, or do they

see it as a disruptive force that adds to their workload? Do they feel empowered by AI’s

ability to personalize learning, or do they worry about its limitations in understanding the

nuances of human interaction? These are just some of the questions this study seeks to

address, offering a comprehensive look at the real-world implications of AI’s growing

presence in education.
 Understanding teachers' perspectives on AI is essential for several reasons. For

policymakers, it provides a clearer picture of how to support schools in adopting AI in

ways that are sustainable and equitable. For educational technology developers, it offers

insights into how to design AI tools that are user-friendly and meet the practical needs of

educators. And for school administrators, understanding these perceptions can guide

professional development efforts, ensuring that teachers feel adequately trained and

supported in using AI. By focusing on elementary teachers who work with some of the

most vulnerable and impressionable learners—this study aims to contribute to a more

nuanced and informed approach to integrating AI in education.

According to Luckin, AI can be harnessed to improve educational outcomes. Luckin’s

work emphasizes the importance of understanding the perspectives of educators,

particularly in terms of how AI can support rather than hinder the learning process. Her

research highlights the need for AI systems to be designed with teachers in mind,

ensuring that the technology complements the human element of teaching, rather than

replacing it. Luckin’s work serves as a reminder that while AI offers incredible potential,

its true impact will depend on the extent to which it is embraced by those who use it

most: teachers.

In conclusion, the integration of AI into elementary education holds great promise, but its

success is not guaranteed. The perspectives and experiences of elementary teachers—

those on the front lines of education—are crucial in determining how these technologies

are implemented.
STATEMENT OF THE PROBLEM

This research aims to identify the perception of Elementary teachers in the use of A.I

in education as a tool, such as in assessment. Grading and Identifying Learners

preferences. For the learners to, the use of A.I for personalized learning to enhance their

understanding based on the reality of thus research. It will determine if the use of A.I

would be accepted or have negative reaction from elementary teachers.

1. What is the perception of the Elementary Teachers in the use of A.I in teaching?

2. What are the effects of A.I in teaching?

3. What are the challenges associate with use of A.I in teaching?

Scope and Delimitation

This research focuses on exploring the perception of elementary teachers regarding

the use of Artificial Intelligence (AI) in teaching, specifically in terms of instruction and

assessment. Additionally, the study aims to examine the effects of AI on the teaching

process in the same areas as well as to identify the challenges teachers face when

incorporating AI tools into their teaching methods.

The study is delimited to the following:

 •Population The research will be conducted among elementary school teachers. The

perceptions and experiences of other educational levels (e.g., secondary or tertiary

education) will not be included in this study.

•Geographic Scope The study will only cover elementary teachers in selected schools

within a specific region or district. It will not cover the perceptions of teachers from other

regions or countries.

• Focus Areas - Perception: This research will focus on how teachers perceive AI in the

context of instruction and assessment (e.g., its effectiveness, ease of use, and potential

benefits or drawbacks). - Effect of AI This study will investigate how AI affects teaching

practices in terms of instruction (such as lesson delivery and student engagement) and

assessment (such as grading and feedback mechanisms). This research will explore the

obstacles and difficulties teachers encounter in the use of AI, such as technological

barriers, lack of training, or resistance to change

• Time Frame This study will focus on data gathered from the current academic year and

will not account for changes or developments in AI technology beyond this period.

SIGNIFICANCE OF THE STUDY

This study could focus on multiple key aspects, such as its relevance to modern

education practices, its contribution to the understanding of AI integration in teaching,

and the practical implications of its findings for educators and policymakers.

• Educational Policy and Practice This study can inform the development of policies and

practices for integrating AI into education. It will provide a foundational understanding of

how teachers perceive AI tools and their effects on both instruction and assessment,

which is crucial for scaling AI integration across schools.

• Professional Development The findings can guide the design of professional

development programs that equip teachers with the necessary skills and knowledge to

use AI tools confidently and effectively in their classrooms.

•Future Research this research could serve as a basis for further studies that explore

long-term impacts, more in-depth effects on specific student populations, or comparisons

across different educational levels or geographic regions.

•Enhancing Teaching and Learning

Ultimately, this research aims to enhance the teaching and learning process by

leveraging AI, improving student engagement, and ensuring that assessments are more

accurate and reflective of individual progress.

 NOTES

https://dataschools.education/professor-rose-luckin-abstract/?

fbclid=IwY2xjawFZ_etleHRuA2FlbQIxMAABHcbzdxm5PUKu2XRtKFkcENK1BnYL

bWmXO74BWVchzFE-kj4yaF0NhyUR6A_aem_rH1Od-8CNsxGpoIVp71USw#

https://www.cambridgeassessment.org.uk/insights/is-education-ready-ai-rose-

luckin/?

fbclid=iwy2xjawfz_nplehrua2flbqixmaabhrf8drkchcnk2mdihfm6ap4jwcv5jhfrs

1vcvzzx8lphu3atpweofbt1qa_aem_vuxsdu_ozudojokgozpc2q

https://www.enlighted.education/en/topics/rose-luckin-automated-learning-

human-intelligence-future-of-education/?

fbclid=IwY2xjawFZ_pFleHRuA2FlbQIxMAABHdTCFzB7uwiK6bnsAmafUAsV9TBi

oC2cK-2TqEVzlv7y_I6lRdAmhevhAA_aem_QvpWaWoLb5tVGglAFEJU0Q