AI in Elementary English Language Arts: Perceptions, Concerns, and Imperatives For Teacher Education

Abstract

The rapid integration of Artificial Intelligence (AI) into K-12 education necessitates a proactive examination of teacher preparedness, particularly in elementary English Language Arts (ELA) instruction. This quantitative, descriptive study investigated Auburn University pre-service elementary education students' dispositions and attitudes regarding AI adoption and diffusion for writing instruction. Utilizing a researcher-developed Likert-type interval measurement scale (α=0.906) grounded in Rogers's Theory of Adoption and Diffusion and Davis's Technology Acceptance Model was provided to the participants (N = 32). Key findings revealed strong AI awareness (M=4.61) and high personal access to AI (M=4.48), alongside confidence in AI-enhancing lesson planning (M=4.00) and learning AI writing skills (M=3.97). However, significant apprehensions emerged, including concerns about student dependency on AI (M=4.72), compromised academic integrity (M=4.66), and a lack of clear ethical guidelines (M=4.38). Participants expressed skepticism regarding AI's capacity to benefit critical thinking (M=2.6). The study underscores the need for structured support in teacher education, advocating for comprehensive AI literacy, including technical, pedagogical, and ethical considerations, and developing clear guidelines to foster responsible AI integration. Thoughtful implementation of AI can serve as a powerful partner, tutor, and scaffolding tool to strengthen, rather than diminish, students' critical thinking skills.