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Engage Teacher Leaders to Design Inclusive and Inquiry-Based Practices: Rethinking the Use of Artificial Intelligence

Engage Teacher Leaders to Design Inclusive and Inquiry-Based Practices: Rethinking the Use of Artificial Intelligence

Xiaoxue Du, Cynthia Breazeal
Copyright: © 2022 |Pages: 21
ISBN13: 9781668454787|ISBN10: 1668454785|ISBN13 Softcover: 9781668454824|EISBN13: 9781668454794
DOI: 10.4018/978-1-6684-5478-7.ch006
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MLA

Du, Xiaoxue, and Cynthia Breazeal. "Engage Teacher Leaders to Design Inclusive and Inquiry-Based Practices: Rethinking the Use of Artificial Intelligence." Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices, edited by C. Lorraine Webb and Amanda L. Lindner, IGI Global, 2022, pp. 93-113. https://doi.org/10.4018/978-1-6684-5478-7.ch006

APA

Du, X. & Breazeal, C. (2022). Engage Teacher Leaders to Design Inclusive and Inquiry-Based Practices: Rethinking the Use of Artificial Intelligence. In C. Webb & A. Lindner (Eds.), Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices (pp. 93-113). IGI Global. https://doi.org/10.4018/978-1-6684-5478-7.ch006

Chicago

Du, Xiaoxue, and Cynthia Breazeal. "Engage Teacher Leaders to Design Inclusive and Inquiry-Based Practices: Rethinking the Use of Artificial Intelligence." In Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices, edited by C. Lorraine Webb and Amanda L. Lindner, 93-113. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5478-7.ch006

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Abstract

COVID-19 has presented new challenges for all teachers, especially teachers of students with special needs. Students have struggled with online learning environments with limited opportunities for social interaction and resources. The study investigated a co-design process to help teacher leaders to design inquiry-based learning with the integration of artificial intelligence (AI) technologies. The study utilized the convergent parallel mixed methods approach to analyze both qualitative and qualitative data to capture how teacher leaders introduced inquiry-based learning in the school community. The quantitative analysis revealed shifts in terms of teachers' ability to design inquiry-based projects that integrated AI. The qualitative analysis showed that the growth pattern of teacher leaders might be dependent upon (1) the usefulness of AI, (2) teachers' attitudes about the role of the teacher as a designer, and (3) perceived leadership support. The study provided a co-design process to engage teachers in designing inquiry-based projects during the pandemic times.

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