Exploring Trends in STEM Education: Insights from a Pilot Survey of Educators Using Artificial Intelligence
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Abstract
As artificial intelligence (AI) continues to expand in education, schools must determine how to implement these tools effectively and ethically. This pilot study examined perspectives of 39 secondary STEM educators regarding teacher use, student use, and ethical scenarios surrounding AI in order to inform professional development for AI implementation in schools. Survey findings indicated that many educators saw value in AI for instruction, assessment, and student support, but a substantial portion felt unprepared to use it effectively. Participation in professional development was associated with greater confidence, understanding, and classroom use of AI. Educators also drew clear ethical distinctions between using AI as a tool for support, tutoring, and idea generation and using it in ways that undermine student thinking or academic integrity. These findings suggest that successful AI integration requires targeted professional development, clear district guidance, and support for ethical, pedagogically grounded implementation.
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