GUIDED BY INNOVATION: A PHENOMENOLOGICAL STUDY OF VIRTUAL ELEMENTARY TEACHERS’ PERCEPTIONS OF GENERATIVE ARTIFICIAL INTELLIGENCE INTEGRATION
Abstract
The purpose of this qualitative phenomenological study was to explore the lived experiences of elementary virtual teachers who integrate generative artificial intelligence (GAI) tools in their pedagogical practices at a large elementary virtual school. Participants were purposively sampled because those in the specified virtual school program provided relevant, experience-based insights and allowed the researcher practical, feasible access (Creswell & Poth, 2018). The participant sample for this study consisted of virtual elementary teachers who taught students in kindergarten through fifth grade. The researcher conducted semi-structured interviews with 10 teachers. The researcher followed Creswell and Poth’s (2018) data analysis spiral to systematically analyze data and determine themes. Four themes emerged from significant participant statements: efficiency, preservation of the teacher role, instructional enhancement, and AI literacy. The themes suggest that elementary virtual teachers are consistently balancing the positive elements of efficiency and enhanced instructional quality with the adverse aspects of misinformation, privacy protection, ethical concerns, and misuse. The themes suggest that virtual elementary teachers view GAI as a dynamic tool; however, its value depends on thoughtful, informed, and human-centered application. Future research would build on the findings by expanding the participant population and focusing on early adopters and the longitudinal implications of GAI use.
